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About Google Book Search Google's mission is to organize the world's information and to make it universally accessible and useful. Google Book Search helps readers discover the world's books while helping authors and publishers reach new audiences. You can search through the full text of this book on the web at |http: //books .google .com/I •.f KK ^w rUDIES IN READING TEACHERS' MANUAL j! W. SEARSON Pkofbssor of English, KansaI State Agricultural Collecb, Manhattan GEORGE E. MARTIN pREBiDEHT State Normal School, Kearney, Nebraska LUCY WILLIAMS TINLEY Uinraltt— Qtlficajo— Sallaa THE UNIVERSITY PUBIISHING QOMPACW \r9l4373i ^ 1 r- -V % «' COPYBIGHT, 19 19 THE UNIVERSITY PUBLISHING COMPANY Ail Rights Reserved • • • • * - •:• . • ' • • • fit. PREFACE Reading with appreciation is a fine art. This Manual is intended, to accompany Studies in Reading, Primer and First Grade to Eighth Grade Readers. It is designed to offer a working program for teaching begin- ners to read, based on the Primer and Graded Studies, and to provide definite helps and suggestions covering the entire reading field in the grades. Part I includes a discussion of the reading field, the lesson plan, teaching beginners to read, and offers a series of definite grade-by-grade helps. Typical studies are worked out for each grade, and clever hints and suggestions for enlivening the work on a soimd basis are given at every turn. Part II directly supplements and illuminates Part I. It deals clearly and definitely with such essentials as word and sentence recognition, vocabulary building and phonics, supplementary helps and seat work, securing good expression, silent reading and how to study, the use of the dictionary and reference books, supplementary reading, and the life values of oral and silent reading. While the teacher may find in Part I a definite guide for her work, she should read carefully, and continually refer to, Part II as a ready help in broadening and extending her definite program on an educational basis. The authors desire to acknowledge their deep indebt- edness to the many thousands of classroom teachers who • • • ni iv PREFACE freely supplied suggestions direct from successful experi- ences. Special thanks are due to Superintendent A. H. Waterhouse, Fremont, Nebraska; Superintendent W. R. Siders, Pocatello, Idaho; Superintendent J. H. Beveridge, Cmaha; Alberta Walker, Specialist in Read- ing, Wilson Normal School, Washington, D. C; Achsah May Harris, Professor of Primary Education, State Normal School, Emporia, Kansas; Rose Bland, Princi- pal Teachers' Training School, Yoimgstown, Ohio; Clara Wilson, Director of Kindergarten Training, Pub- lic Schools, Lincoln, Nebraska; Mema McLellan, Di- rector of Art Instruction, State Normal School, Peru, Nebraska, for helpful suggestions, constructive criti- cisms, and valuable contributions in the preparation of the volume. J. W. Searson. George E. Martin. Lucy Williams Tinley. CONTENTS Preface m PART I I. The READmo Field 3 n. The Lesson Plan 7 ni. Teaching Beginners to Read . . 13 The Aims of First Grade Reading 13 Work Preceding the Use of the Primer 19 Beginning to Read From the Primer 42 The Period of Difficulty ... 57 The Use op Charming Stories 80 Reading Supplementary Primers 130 rv. The First Grade Reader .... 133 V. Second Grade Reading 144 VI. Third Grade Reading 152 Vn. Fourth Grade Reading .... 167 Vni. Fifth Grade Reading 176 DC Sixth Grade Reading 182 X. Seventh Grade Reading .... 189 XI. Eighth Grade Reading 195 PART II XII. Word and Sentence Recognition 203 Xin. Supplementary Helps and Devices . 217 XIV. Building the Vocabulary .... 222 V vi CONTENTS XV. Phonics 231 General Plan of Phonics . . . 232 Studies and Games in Ear Training 233 Teaching the Letter Sounds . .237 Word Building 243 Phonic Outline 250 Phonics for Use with First Grade Reader 253 Phonics to Accompany Second Grade Reader 258 Advanced Phonics 265 XVI. Seat Work . 270 XVII. Securing Good Expression . . 284 XVIII. Reading Skill Used in Other Subjects 292 XIX. The Use of the Dictionary and Other Reference Books 298 XX. Supplementary Reading . . . . 305 XXI. Practical Uses of Oral and Silent Reading 313 PART I CHAPTER I THE READING FIELD Reading with appredation is a fine art. To teach reading with fine appredation, the teacher should know something of the entire reading field. Broadly speaking, the reading field is divided into three grand divisions, according to the type of activity required in each. These divisions are not entirely distinct from each other and they cannot, like quilt patches, be fitted together to make the whole. Instead, the kinds, or divisions, are inseparably mingled in varying proportions, and are separated only for purposes of illustration in order to get a clearer understanding of their nature and relation- ships. Three Divisions of the Reading 'Field. The three divisions of the reading field may best be understood by knowing the kind of reading activity required in each. First, the child must learn to read. In this field, be must ^'get the thought, hold the thought, and express the thou^L'' This is the field of formal reading. Here the child is led to discox-er that words are the signs. first of tiling then of ideas. Through training in the lecogniticMi of words, phrases, and sentences, be forms the habit d getting the thought from the pnnted page. Then he must be led naturally to express the thought In diort, this is the field in which the learrj^rr must master the mechanics of reading, including ail available STUDIES IN READING helps in word recognition, pronunciation, and action and expression. The mechanical side of reading is taught as a means of thought getting, through appeals to the fundamental interests of childhood. These interests are naturally awakened by means of songs, rhymes and jingles, action games, dialogs, stories, mystery exercises, and pictures. When the child has acquired skill in this field, his first desire is to put that skill to good account. 1 2 3 4 5 6 T 6 9 10 n 12 LE ARN NG TO r--~ - — ■ RE / / y RE ortant as learning to read. Both are vital parts of the reading field. As soon as the child learns to get the thought and to use the thought, he begins, more or less unconsciously, to relate that thought to his own life and to life about him. His reading activity enters the third field, that of literary interpretation. In this field, the learner reads to "get the thought, hold £he thought, and interpret the thought '^ in terms of life. This process permeates and leavens the whole reading field. It is the life-giving element which spurs the child, through reading, to get his share of his inheritance of race knowledge. The chart of the reading field is based upon 100 of the best supervised courses of study in reading in the country. It shows the relative emphasis given each kind of reading efl'ort in each of the grades in the elemen- tary school and high school. For example, the chart shows clearly that the fifth grade teacher should put the greatest emphasis on teaching pupils how to study, while developing further skill in word mastery, phonetics, and the use of the dictionary, and while keeping all the work closely related to life. Teachers of the first and second grades should stress ^* learning to read.'' Teach- STUDIES IN READING ers of the seventh and eighth grades shoiild stress primarily "reading to learn," not neglecting to have the pupils become independent in using the dictionary, encyclopedia, and other books of reference, nor failing to stimulate in them right tastes ancf choices and right estimates of what is read and studied. A careful study of the chart will give the teacher many Other significant hints and helps in the important work of teaching read- ing on a broad, useful plane. CHAPTER n THE LESSON PLAN The selections in Studies in Reading are carefully prepared on a universal lesson plan. Each lesson in- volves the four fundamental steps used by the most successful teachers to cultivate in the learners an appre- ciation of the truth revealed in any subject. The Introduction. The introduction to the selection gives a natural setting and creates the right atmosphere for study. It naturally whets the child's mental appetite and makes him eager to read the story. The Selection. The selection is one that, at the learner's first trial, challenges him to search for hidden treasures. The widest possible variety of child litera- ture of ftmdamental appeal to children's interests is offered. Questions and Notes. The question exercises offer the learner a definite program of work which, if followed, will face him directly into the inspiring truth of the selection. The pupil is not told. He is led to discover. Herein lies the teacher's greatest opportunity to teach the pupil how to study. Definite assignments regularly prepared by the eager pupil increase his appreciation of the truth discovered. Additional Readings. The additional readings sug- gested enable the teacher to direct the wider reading of the child, and invite the child into rich fields where he 7 8 STUDIES IN READING may discover larger meanings of literature and life. Thus the general truth, for which he first searches eagerly but vaguely, becomes clear and vital as, through his own efforts, he makes it his own in its larger setting. THE UNIVERSAL STUDY PLAN— GROWTH IN APPRECIATION A. Creation of the proper atmosphere, or setting. B. Growth through the pupil's eager trial of the selection. C. Growth through a well-directed program of work. D. Broadened appreciation through supplementary reading. E. Growing appreciation throughout life. THE "TAKE-SO-MANY-PAGES," OR "HIT-AND-MISS" PROCEDURE A. Exaggerated representation of interest awakened by a perfunctory assignment. B. Restricted appreciation due to uninspired effort. C. Diminishing appreciation throughout life. Diagrams Showing a Comparison of Amounts of Growth in Ap- preciation in Reading Due to Right and Wrong Methods of Teaching. THE LESSON PLAN Variations of the General Plan. This universal lesson plan admits of wide variations and most interesting adaptations. Studies in Reading is naturally based on the story plan. Beginning in the Primer with the simplest literary forms, such as songs and jingles, the series comprises every type of standard child literature arranged and graded to challenge the child's increasing enthusiasm and appreciation throughout the grades. It is not intended that the teacher shall follow the plan of the Studies slavishly. She must use her own judg- ment and draw upon her own resources to improve the plan or to increase the interest by varying the plan whenever possible. Primer Study Plan. The Primer is made on the story plan, the unit of reading being the sentence group. From the sentence group the children are led to recog- nize sentences, phrases, and words. The first forms of literature offered to the child at his mother's knee are its simplest forms, song and rhyme. Later he meets the story, a form which calls for definite thought sequence. The Primer uses this same plan as being in harmony with the child's normal development. The first units are the simplest, song and rhyme. Later when the child has developed some facility in reading, stories are intro- duced. The introductions, questions, notes, and additional references do not appear in the Primer because the reading vocabulary of the first half-year is too limited to use them effectively. While she is using the Primer, the study plan is wholly in the hands of the teacher. However, artistically drawn and colored illustrations lo STUDIES IN READING give charming settings to each lesson. A word of clever explanation, or the teacher's attitude, look, or gesture, or the lively experiences of the pupils, may serve further to create the right atmosphere. Tactful thought ques- tions on the part of the teacher will serve to guide the children's thinking. Similar stories should be told by the teacher, or should be read and told by the children. After a selection has been enjoyed by the class, for example, the time is ripe for the teacher to say, "I know another story something like this. Would you like to hear it? " Or she may ask, "Have you a story like this in your books at home? Perhaps you would like to read or tell it so that all may enjoy it." Thus in the Primer work, the tactful teacher naturally completes the unit study on the same consistent plan that is followed throughout the series. Enrichment of the Plan. Some studies require one type of setting, others another type. Consequently, there should be as many different kinds of introductory exercises as there are different kinds of selections to » study. In the lower grades, telling the story and then having the children act it forms an excellent setting. The bringing in of related drawings, maps, pictures, relics, nature specimens, or other interesting objects, is good. The lively telling of related experiences, the raising of puzzling questions answered in the story, historical settings, an interesting deseription of a strange situation, the hint of sly tricks and how they were played, promise of interesting discoveries, sugges- tions of strange antics of playthings, or of first things, or of new way3 of doing things — all have real charm in THE LESSON PLAN ii sending eager little discoverers open-minded into fields of deb'ght. The program of definite work may Ukewise be varied greatly. The questions should not necessarily be fol- lowed exactly. The teacher should add other questions, omit some, re-shape others, or provide new ones as occasion demands. The questions here given have been introduced only after many thousands of careful teachers have proved them in practice. Sometimes it may be well to substitute for the questions directions for drama- tizing, preparations for interpretatmg through action, topics for study, outlines for analysis, applications in experience, interpretations by comparison or analogy, individual assignments and reports, group assignments and reports, or voltmtary original interpretations. The notes, articulation drills, prontmdation drills, expression drills, and other supplementary exercises should be constantly used as helps in facing the learner towards the truth of the selection. The use of "Other Selections'* and of "Additional Readings " should be similarly varied. The teacher may tell other stories or read other selections to the children. Better, the children may hear and tell, or read to the class, other poems or stories which carry truth similar to that of the selection read. Pictures to illustrate different parts of the story and songs to interpret its message may be used. If the selection is a history story, the field of history may be drawn upon for addi- tional material. If a nature story is studied, objects in a related field of nature may give rare and interesting testimony. Stories of what pupils have seen others do 12 STUDIES IN READING or of how persons have acted under circumstances similar to those in the story, afford supplementary matter rich in human interest. School library books, home libraries, newspapers, magazines, and interesting local story-tellers may yield rich treasures. Natural Incentives to Study Other Branches. By means of this definite plan, which admits of such enrich- ment and charm, the pupil should be led to read and to study definitely all other branches. Good reading, with natural methods of study, results in better arithmetic, better geography, better history, and better language. The child who reads and studies well will voluntarily cover a wider range in his reading and study, and will easily come to choose the best and discard "trash'' and untruth of whatever character. From Primer to Eighth Grade reader, Studies in Reading has followed the universal lesson plan in order that reading with true appreciation may become an accomplished fact. CHAPTER III TEACHING BEGINNERS TO READ If the work is to be fruitful, each teacher must know the goal toward which she is working. She must know the general and specific aims of the grade in which she is teaching and the particular methods through which those aims may be accomph'shed. The following outline gives the aims for the first grade: THE AIMS OF FIRST GRADE READING Thought Getting 1. Appreciation of the lesson content. a. The habit of connecting reading with life. b. The habit of connecting reading with lit- erature. c. The library habit. d. The study habit. 2. Skill in silent reading. a. Ability to grasp the thought. Sentence sense. Paragraph sense. b. Speed. Rapid recognition of words. Phrasing. Phonic sense. 14 STUDIES IN READING Thought Giving 3. Dramatic sense. a. AbiKty to imitate. b. Ability to interpret. 4. Skill in expression. a. Enunciation. b. Fluency. Sentence sense. Phrasing. c. Knowledge of phonics. All reading may be classified imder the two general heads: Thought getting and thought giving. Under these are the four great aims: Appreciation of the lesson content. Skill in silent reading. The dramatic sense. Skill in expression. These four aims may also be called general since they apply to all grades. Though given equal places in this classification, they are far from equal in importance. Ability to read well orally is a most delightful accom- plishment, but ability to read well silently is a necessity to every educated individual. It will be seen, therefore, that even in the first grade, points 1 and 2 are much more important than are points 3 and 4. The first grade differs from others in that it is the initial habit-forming period. Here the child acquires either habits which later teachers will be pleased to continue, or those which they must spend hours in trying to correct. TEACHING BEGINNERS TO READ 15 The habit of connecting reading with life. The valuable thing in literature is the manner in which it touches the lives of those who read and appreciate it. It thus becomes an inspiration and a moral power. From the first children may be led to interpret the things which they read, through their own personal experiences. The teacher who, through the nature lesson, aids the child in recalling his own hours in the great out-of-doors, or who, through a lesson on school life, draws out the child's sense of right and wrong, is doing far more than hear a first grade recitation. She has turned the first page in the great life lesson which the child will learn when he meets "Adam Bede,'* or "Thana- topsis," or "The Scarlet Letter." The habit of connecting reading with literature. When a selection has been thoroughly enjoyed, the first thought is, "I wish there were more of it." This is the teacher's opportunity to provide other selections by the same author or similar selections by other authors. This plan may be followed from the time when the first Mother Goose rhymes are introduced. The Library Habit. This habit is but a step from the one just mentioned, for it is easy to guide the child eager for things to read to the place where he may be satisfied. The Study Habit. The habit of study is one of the most important habits that a child can form. It comes not through coaxing, bribing, or other false incentives, but by placing in the work itself that quality which will attract the child and compel his concentration. Skill in Silent Reading. In the past very little silent reading has been expected of first grade children. This i6 STUDIES IN READING is because the objective of the lesson has been for the child to show how well he could pronounce the words on the printed page. When the aim is as it should be, the enjoyment of the thought in a selection, there is as much reason for the beginner to read silently as for the adult. The Sentence Sense. One of the greatest helps to the beginner is the ability to recognize the sentence as an expression of a complete thought. By "sentence sense " is meant the ability to recognize a sentence as a thought unit while being so engrossed with the ideas of the w^hole selection as to have been imconscious of having done so. A great help in forming this habit is the use of short sentences when the pause between sentences comes at the end of the line. Longer sentences may be introduced gradually. The Paragraph Sense. A conunon fault in reading is that of naming the words of the sentence without being able to grasp the thought. This usually comes because the objective of the lesson has been the power to recog- m'ze and name the words of the lesson. A fault even more common is that of naming sentences without being able to grasp the thought of the paragraph. This comes because the aim has been the pronunciation of sen- tences — ^not getting the thought in the sentence group. The cure for this unfortunate fault is having a selection read silently until each child is able to read it all. It should then be discussed as a whole until the children are led to feel that the completed thought is in the whole sentence group. Rapidity in Reading. Careful tests have proved that, within reasonable limits, the rapid reader is the accurate, TEACHING BEGINNERS TO READ 17 thinking reader, hence reasonable speed is a quality which should be cultivated from the first Phrasing. It takes less time to sweep through grou[>s of words at a glance than to name each word singly. If such expressions as "to a little girl,'* "on the bed," "after dinner," are listed and drilled upon like single words much is accomplished toward helping beginnei^ in the matter of rapidity in reading. The numic Sense. By phonic sense is meant the ability to use phonics and yet keep them in the back- ground of the mind where they do not interfere with the thought. The fii^t sound of an unknown word together with the word's meaning in the sentence is often enough to suggest the word to a child. When this is the case there is little interruption of the line of thought. Familiarity with the elements of which words are com- posed is one of the prime requisites of all readings for without it there can be no real independence. The I>FUiiatic Sense. By the dramatic sense is meant the ability to appredste the emotional side of a selection and to put ' hold up the strips one at a time, giving directions for the class to perform. She may distribute the strips and allow each child to come forward in turn and hold up his strip, giving directions for the class to follow. The teacher may then ask, "What did your strip tell them to do?" and in reply the child may read his strip aloud. TEACHING BEGINNERS TO READ 31 Program 7 Forenoon Blackboard Reading: Go to sleep, boys. Wake up, girls. Go to sleep, girls. Go to sleep, girls and boys. Wake up, boys. Wake up, girls and boys. Word Drill: Good morning I'm glad to see you little boy Go to sleep little girl Wake up jump Mother Jack Dolly Phonics: Phonic Game No. 6 (page 234). Afternoon Reading: Use chart strips. Series 3 (page 217). Word DriU: girls and bojrs boys and girls Mother and Dolly Phonics: Phonic Game No. 6. LESSON 8 Action Lesson. For an action lesson use strips a and b in Series 4. The teacher may say, ** These strips will tell you what you may do. This one says, "Clap, clap, clap.'' When I hold it up you may clap three 32 STUDIES IN READING times. Be careful, for if anyone daps at the wrong time he is caught." After trying this a few times the teacher may show strip b, Series 4. To follow its directions, the children may skip lightly about the room. The strips may then be distributed and each child in turn allowed to perform the action suggested on his strip. Later the teacher may write upon the board directions for certain children, as, Run, Ruth. Clap, Mary, clap. Go to sleep, Helen. Program 8 Forenoon Reading: Use chart strips a and b, Series 4 (page 217). Word Drill: girl Dolly clap little boy Mother run jump Phonics: Phonic Game No. 7 (page 234). Atterngon Reading: Run, run, run. Clap, clap, clap. Run, Ruth. / Jump, jump, jump. Run and clap, Mary. • TEACHING BEGINNERS TO READ 33 \ Word Drill: Review. Phonics: Phonic Game No. 7. LESSON 9 The song, "This is the Way," should be taught to the children if they do not already know it. This is really a game and may include a great variety of other actions such as, Clap our hands. Saw our wood. Beat our drums. Rake our yards. Sweep our floors. Wash our clothes. Spin our tops. The children should act each stanza as they sing it. After it is familiar, the board lesson should be presented in the same manner that other songs have been given, using one stanza to a lesson. Use the phrases this is the way and go to school for practice sentences on the board. Word and Phrase Card Drills. The reading should be supplemented by drills using the word and phrase cards. These should be flashed before the class for rapid recognition. Sometimes the words may be named by the whole class and sometimes by individual children. These drills should be brisk and should last but a few minutes. The first five devices suggested for the use 34 STUDIES IN READING of the chart strips (page 219) are equally good for the word and phrase cards. Word drills should be given from the blackboard as well. Program 9 Forenoon Reading: Sing from the board the first stanza of This is the Way. Let children act it by marching as they sing. Word Drill: Compare Go to sleep with Go to school. Drill on go, sleep, run, dap, jump. Phonics: Phonic Game No. 8 (page 235). Afternoon Blackboard Reading: This is the way we go to school. This is the way we go to sleep. This is the way we wake up. This is the way we run. This is the way we jump. Word Drill: Use phrase cards. Phonics: Phonic Game No. 8. LESSON 10 Teach from the board the second stanza of This is the Way. Sing and act both stanzas. TEACHING BEGINNERS TO READ 35 Seat Work Cards. Distribute the seat work cards. Write the name of each child on his envelope. Cut from the larger card only such words as the .child has met in his reading lessons. Let the children miatch words and phrases placing each kind in a column of its own. Further exercises with seat work cards are shown on pages 272-273. Program 10 Forenoon Reading: Sing from board the first and second stanzas of This is the Way. Word Drill: Use cards for drill. Phonics: Phonic Game No. 9 (page 235). Afternoon Reading: Use chart strips, Series 3 and a, b, c, Series 4. Word Drill: We run. We go. We jump. We read. We clap. We sleep. Phonics: Phonic Game No. 9. LESSON 11 Teach from the board the third stanza of This is the Way. Sing and act all three stanzas. -,6 STUDIES IN READING Bring a top into the schoolroom or draw a picture of one on the board and label it. Sentence Sense. The board work and chart strips should have helped to give the children the ability to use sentences as thought units. The child who has his sentence sense properly developed will not halt at an unknown word in the middle of a sentence, but will glance at the words which follow as well as the words which precede, often gaining the correct meaning through the relation of the unknown word to other words in the sentence. The phonic games thus far given should have helped the children to recognize that spoken words are made up of certain sound combinations. They may now be taught that each sound has its written symbol. Before attempting to do this the teacher should read carefully the directions for teaching the letter sounds (See Manual, page 237). Program 11 Forenoon Reading: Sing from board first, second, and third stanzas of This is the Way. Word Drill: Go to school. Go to sleep. Read a book. Wake up. Sing a song. Jump, clap, run. Phonics: Teach sound of m. TEACHING BEGINNERS TO READ 37 Afternoon Reading: Use chart strips, Series 3 and 4 (page 217). Word DriU: Review all words, using the devices for word drills. Phonics: Write upon the board many words beginning with the m sound. LESSON 12 Teach from the blackboard or chart the rhyme, Peek-a-boo, I see you. Study the children to observe which ones have defects of speech. Correct the defects in the manner suggested on pages 235-236. Program 12 Forenoon Reading: Peek-a-boo, I see you. Word Drill Review: good morning I'm glad to see you little boy wake up little girl Go to sleep jump Go to school Jack This is the way Mother I see vou Dolly top ^S STUDIES IN READING Phonics: Review m. Phonic Game No. 10 (page 235). Afternoon Reading Review: Good Morning song. Jack be Nimble. Go to Sleep song. Peek-a-boo. Word Drill: I see you. I see a little girl. I see Dolly. I see a little boy. I see a top. Phonics: Enunciation drills. LESSON 13 This is an action lesson with "Come to me" as the new sentence. The teacher should write on the board, " Come to me, Mary," and tell the children what it says. After Mary has come forward and taken her seat the teacher should write the same command, using in turn the names of other children. This may be followed by other commands such as the following, fiUing the blanks with names of children: Run to me, Go to a little girl, Run to a little boy, Jump, Clap, Read a book, TEACHING BEGINNERS TO READ 39 Bring a fan into the schoolroom or draw a picture of one on the board and label it (Manual, pages 204, 205). Teach the sound of t in the same way that the sound of m was taught. Program 13 Forenoon Reading: Write on the board using names of individual chil- dren. Come to me, Write other commands using children's names. Word DriU: come jump clap sing go read run Phonics: Teach the- sound of t. Afternoon Reading: Use chart strips, Series 5 (page 218). Word Drill. Drill with word cards. Phonics: Review m and t. LESSON 14 Teach from the blackboard or chart the following rhyme: Pease porridge hot, Pease porridge cold, Pease porridge in the pot Nine days old. 40 STUDIES IN READING Some like it hot, Some like it cold, Some like it in the pot Nine days old. I like it hot, I like it cold, I like it in the pot Nine days old. The children should memorize the rhyme. Let them sit opposite each other in pairs and play the game. Then let certain children read the rhyme from the board. Let individual children come forward and point to certain words as hot| cold| likei some. The children will learn most of the words of this rhyme, but every child should learn I and like. Program 14 Forenoon Reading from chart: Read and play all three stanzas of Pease Porridge Hot. Teach like and some. Word Drill: I like it hot. You like it hot. We like it hot. Phonics: Review m and t. TEACHING BEGINNERS TO READ 41 Afternoon Reading: Review Pease Porridge Hot. Word Drill: ' Review words from cards. Phonics: pray Phonic Game No. 10 (page 235). LESSON 15 Ask the question, "What do you like to do?" and write on the board the answers the children give. Let most of the answers be in words which the children have had, but if there are a few new ones they will add to the interest. Draw the picture of a pig on the board and label it. Program 15 Forenoon Reading: I like to play. I like to read. I like to go to school. I like to run. I like to sing. I like to jump. Word Drill: Use drill cards. Phonics: Teach the sound of f . Afternoon Reading. Use chart strips, Series 6 (page 218). 42 STUDIES IN READING Word Drill: to mother to Jack to Dolly to a little girl to me to a little boy Phonics: Review m, t, and f . • LESSON 16 BEGINNING TO READ FROM THE PRIMER Up to this time the reading has been from the black- board or chart strips. The children are now ready to take up the Primer. In much of this work the sen- tence has been the um't of reading. In the book the unit of reading should be the sentence group. Each child should be encouraged to read the entire selection. The greatest reading incentive which can be given a child is a book of charming pictures and attractive rhymes and stories. In order that the children may have the help and encouragement of this incentive, the use of the Primer is recommended at a very early stage in the process of learning to read. The teacher should make a real occasion of beginning the use of the books. She may tell the children that there is a little surprise in store for them. She may have the books ready for use, calling attention to the attractive cover design. What is it that interests the boy and girl? Are they looking at a picture or reading a story? The chubby fairy inside the cover will not fail to please, and in the frame on the opposite page each child should find his name. This is a book for whose care he TEACHING BEGINNERS TO READ 43 is responsible. Show the children how to open a new book and how to turn the pages with careful, dry fingers. At the frontispiece let the class guess the names of children in the picture. Who owns the dog? The cat? The teddy-bear? Tell them that each will find stories of Dan, Ruth, and Jane in the new book Turn to the (Jood Morning song. What is in this picture? What are the children doing? Which is Ruth? Which is Dan? Is Jane there? Why not? Sing the song from the books. Have the children point to the name of the song. What is it? Find Good Mommg. Find to you. Do not have the children read this selection orally at this time. Collect the Primers and put them away. If, for several days, the children have the books only through the reading period, they will show a greater appreciation of the privilege of having them. Program 16 Forenoon Reading: Give out books. Take time to enjoy them. Word Drill: Review words, using the game device. Phonics: Teach the sound of p. Afternoon Reading: Review chart strips (pagfes 217, 218). 44 STUDIES IN READING r .III! Ill I .11 Word Drill: Drill from word cards. Phonics: Drill from phonic cards using letters mi t, f, and p. LESSON 17 Take up the Primer lessons on pages 4 and 5. Give the children time to enjoy the pictures. Throughout the book the illustrations are a vital part of each lesson. What are the children saying? The lines below will tell us. Let the children read the first two lines silently to see what the little girl is saying. Let one read them aloud. Let all read the next two lines silently. Let one read them aloud. Let two children come forward and take the parts of the little boy and the little girl. Treat page 5 in the same way. Supplementary board lessons and lessons from the chart strips should be continued daily. For the lesson teaching the word find, bring in several objects which children will enjoy finding in response to the written command. Draw a picture of the sun and label it. Program 17 Forenoon Reading: Sing the Good Morning song from the books. Read the exercises on pages 4 and 5. Word Drill; Use phrase cards. Phonics: Drill from cards. TEACHING BEGINNERS TO READ 45 Apternoon Reading: Find a book. Find a flower. Find a dolly. Find a ball. Word Drill: find fan flower ball pig Phonics: Phonic Game No. 10 (page 235). LESSON 18 Primer pages 6 and 7 are familiar to the children, so after enjoying the pictures 'and singing the song they may immediately turn to page 8. Each child in turn will enjoy acting the part of the little mother, reading the entire selection aloud. Whenever a child feels that he is acting a part, there will be no need to urge him to use correct expression, for that will come spontaneously. W^hen the proper expression is not there, it is because he has failed to put himself in the place of the other person. Until the lesson is thoroughly familiar, the children should continue to read each sentence silently before it is read aloud. Experienced teachers read with expression because they have formed the habit of looking ahead and thus have the thought of the sen- tence before attempting to express it. Beginners cannot do this because word recognition is still to them a slow process. Rapid sight drills with the word and phrase cards and chart strips, train children to take in groups of words at a glance and hasten the time when they will not have to pause unnecessarily between sentences. 46 STUDIES IN READING On page 9 the children will enjoy seeing the picture of the class plajdng Go to Sleep. They will be especially interested in the little rogue who is "peeking." Indi- vidual children may take the part of the teacher, reading in turn the four lines of the selection. Program 18 Forenoon Reading: Sing exercises on pages 6 and 7. Read exercises on pages 8 and 9. Word Drill: Game Device. Phonics: Teach the sound of s. Afternoon Reading: Use chart strips, Series 7 (page 218). Word Drill: Use word and phrase cards. Phonics: Rapid sight drill from the board on m, t, f » pi and s. LESSON 19 The following rhyme is used either for a blackboard or for a chart lesson : Run, run, run, Oh such funi Hop, hop, hop, Never stop. TEACHING BEGINNERS TO READ 47 Jump, jump, jiunp, To the pump. Fly, fly, fly. See me try. The teacher may read the rhyme aloud two or three timeSy pointing along the lines as she reads. The children will readily act the jingles as they read them. The repeti- tion and easy jingle make this very simple reading. Hop and fly are the new words to be learned from tk's selection. Label an apple or the picture of an apple. Program 19 Forenoon Reading: Playing rhyme from board or chart. WordDriU: run jump hop fly Phonics: Teach the sound of b. Afternoon Reading: Run to me. Hop to a little girl. Hop to me. Fly to Jack. Jump to me. Run to Dolly. Fly to me. Word Drill: I see the girl. the boy the sun the book the pig Phonics: Drill with cards. 48 STUDIES IN READING LESSON 20 Preparatory Drills. In preparation for each lesson in the book the teacher should give board lessons, using the. "Words that are to appear on the printed page. Then when the child turns to the lesson, instead of becoming discouraged by difficulties and stopping to work out words, he is prepared to read. It will not be necessary to teach every new word in this way, but enough new words should be taught to make the new lesson seem easy and attractive. Pages 10 to 16 of the Primer should be presented as a single lesson. Pages 10, 12, and 14 are to be sung. Pages 11, 13, and 15 are to be read. Teaching a, an^ the. In preparation for this selec- tion, special board drill should have been given to teach the word the. A| an, and the should always be given in connection with some noun, as, a boy, an apple, the girl. If these troublesome little words are never drilled upon alone they will present no difficulties in the reading lesson. I like is part of the fundamental vocabulary and as such should have had special drill before the child meets it here. So early in the morning is a phrase that will be recognized by position in the three reading lessons in which it is used (pages 11, 13, and 15). It requires no particular attention as children will get it from the song. Have the children read the first sentence silentiy. Ask, " Can you read the first two lines? Can you read the next?" If any have difficulty the teacher should find what part it is that is giving trouble. Perhaps TEACHING BEGINNERS TO READ 49 some child may not recognize the boys. The teacher may write the boys and the girls on the board. If the child still fails to recognize these words he should be told them. The teacher should call attention to the fact that the last two lines are a single sentence. After the selection has been read silently several times let indi- vidual children read it aloud. Pages 12 and 13, 14 and IS, should be taught in the same manner as pages 10 and 11. This completes the first phase of the primer. In these first lessons the word has been kept subordinate to the sentence, and the sentence subordinate to the sentence group. If a child is never permitted to read a sentence aloud till he has gained the thought by reading it silently, he will express the thought without halting between the words. If from the start he is encour- aged to read not one or two sentences but the whole selection, he will be trained in one great essential quality of reading skill — the carrying of the thought from one sentence to another in order to grasp the larger thought in the paragraph. Program 20 Forenoon Reading: Something to do. Run to a little girl. Can. you do it? Go to sleep. Read a book. Wake up. Come to me. Word Drill: something, do, it, Phonics: Review the letter sounds studied. so STUDIES IN READING Afternoon Reading: Sing the song on pages 10, 12, and 14. Read the exercises on pages 11, 13, and 15. Word DriU: DriU with cards. Phonics: Play Phonic Game No. 10 (page 235). LESSON 21 Review lessons shouk^ be frequent. In the advanced lesson the children are bound to be more or less concerned with word forms, but m the familiar lesson they can enjoy the thought in the selection. Occasionally review all past lessons. Permit a child to come forward and read to the class the selection which he likes best. Let the children make drawings of Humpty Dmnpty on a Wall. Label a hat. Continue to watch for defects of speech and use enunciation drills. Write lists of mispronounced words upon the board and pronounce them with the children slowly and distinctly, even to the point of exaggeration, such as momingi sleep, little, sing, run. Program 21 Forenoon Reading: Teach the Humpty Dumpty rhyme from the board. Review the chart lessons. TEACHING BEGINNERS TO READ 51 Word Drill: Something to do. run clap go fly read jump sing come hop Phonics: Teach the sound of a. Afternoon Reading: Review the Primer, pages 1 to 16. Word Drill: Review, using game device. Phonics: Enunciation Drill. LESSON 22 Wnte in as many places as possible on the board: I am I am a little girL I am I am a little boy. Use the names of children in the class. Let each child in turn find the couplet bearing his name and read it to the dass. Program 22 Forenoon Reading; Use the names of children. I am I am a little girl. I am a little boy. I am 52 STUDIES IN READING Word DriU: I am little. I am good. Phonics: Teach the sound of h. Afternoon Reading: Game with chart strips, Series 7 (pages 218-220). Word Drill: Use word and phrase cards. Phonics: Review all sounds previously taught. LESSON 23 Let the children enjoy the pictures on page 16 and have them spend a few minutes in discussing some of the things that a child can do. After the lesson has been read silently, let each child in turn read a group of two sentences; as, "I can go to school. Can you?" Volunteer Lesson. This is a good time for a volunteer lesson. Call upon one child and after he has read let another child who desires to do so, rise and read. Others may follow in the same manner. Label a rose or the picture of a rose. Program 23 ' FdRENOON Reading: Use chart strips, Series 8 (page 218). TEACHING BEGINNERS TO READ 53 Word Drill: girls and boys balls and books Phonics: Use phonic cards. Afternoon Reading: Read the exercise on page 16 of the Primer. Word Drill: Use word cards. Phonics: Rapid review of sounds from board. LESSON 24 Action Lesson. Page 17 presents an action lesson. Read the title and the sentence in italics to the children. Let them read the sentences silently one at a time and indicate by a look or nod whether they can do what is suggested by each one. Afterward let each child in turn obey the command of the sentence. Word Study. For board work the teacher may write the sentence, "What do you like to do?" and write answers as the children give them. Play should be one of the words given, and since this word is soon to be needed in the reading lessons, it may well be used a number of times. From this time on place the phonic card with the picture and new letter to be taught in sight of the class the day before it is needed. Say nothing about it, but 54 STUDIES IN READING a knowing look or smile will awaken snflBicient interest to cause the children to know it when the time comes. Program 24 Forenoon Reading: What do you like to do? Word DriU: Play. What do you like? What can you do? Phonics: Teach the sound of r. Afterngon Reading: Read the exercise on page 17 of the Primer. Word Drill: Game device for drill. Phonics: Review all soimds previously taught. LESSON 25 Read the title and the sentence in italics to the children. Compare the title with that on page 17. Page 18 is to be read silently. By passing up and down the aisles the teacher can see whether each child is getting the most from the lesson. Read the question at the bottom of the page to the children and let each read the reply to you. TEACHING BEGINNERS TO READ 55 Program 25 Forenoon Reading: Did you run? Did you jump? Did you play? I did. I did. I did. Word DriU: Use word and phrase cards. Phonics: Teach the sound of d. Afternoon Reading: Read and act the exercises on page 18. Word DriU: I am I do I see I can I like I did Phonics: Review all sounds previously taught. LESSON 26 Mystery Lesson. The rhyme on page 19 should be memorized if it is not already known. It is the first of the riddle, or mystery, lessons. Talk to the children about riddles. Ask which child can give one for the others to guess. Encourage the children to learn some riddles at home to repeat at school. Repeat other familiar riddles, as, "Grandmother Twitchett has but one eye, And a long tail which she lets fly. Every time she goes over a gap, She leaves a bit of her tail in a trap. " (Needle and thread) 56 STUDIKS IN READING '' Black wc arc and much admired, Men seek for us till they arc tired. *' (Bits of Coal) "Little Nancy Etticoat In a white petticoat And a red nose, I'he longer she stands, The shorter she grows.*' (A Candle) Children do not get the same training in word recog- nition in a selection which has previously been mem- orized, but they get many other things quite as essential. With the drudgery of word study eliminated they will read these verses over and over, finding in them their first joy in reading. The only fundamental word on this page is guess. It will be learned by position here, and by its use in drills, it will soon become a part of the vocabulary. Baby and with are the words to be learned in the blackboard reading lesson. Sister is also a new worrl and it may be treated here incidentally, for it is easily fixed in mind. Program 26 FORENOOX Reading: Do you see me? I play with Kitty, too. I am a baby. I can not read a book. I am Jack's little sister. I am too little. I play with JacL IE ACHING BEGINNERS TO READ 57 Word DriU: I can play with Jack. I can play with Kitty. I can play with a ball. I can play with baby. Phonics; Teach the sound of c* Afternoon Reading: Read the exercise on page 19. Word Drill: play with you baby with a ball with me with Kitty Phonics: Review all sounds previously taught. LESSON 27 The Period of Difficulty Pages 20-42 cover the third phase of the Primer. At about this stage in the process of learning to read, that is, from about the fourth to the ninth week, classes are apt to meet what is generally recognized as the "period of difl5culty'' in learning to read. Up to this time, the children have depended pretty largely on the teacher. Having little knowledge of the sound elements, which will later help them in pronouncing new words and recalling those that are half forgot- ten, children slow down in the process of reading and . show a tendency to confuse even those words whose STUDIES IN READING forms are most familiar. Difficult lessons at tliis time are apt to cause permanent discouragement. In at- tempting to meet this condition the lessons in this part of the Primer have been made as easy as possible without sacrificing interest. The characters of Dan, Ruth, and Jane are introduced with little rhymes and stories of them and their pets. The sentences are kept short. Familiar words are repeated again and again. New words are introduced very gradually. From the sen- THE PERIOD OF GREATEST DIFFICULTY ■ t s i:2^::::;;;;:!EEE5 "^^:;_, ----- u :. _^-- _ . . II • ■[•!.ili!--" = 5.-!!3 ABCD re^iesents the curve of difliculty in teaching reading tbe first yem, according to emrlenced primary teachers. The curve rises with increasing di&cully for the child and falls as the work becomes easier. The diagram shows that the greatest difficulty arises during the weeks tence group' the child has been led to the sentence, and from the sentence to the word. He must now gain facility in rapid word recognition in order to gain the thought in the new sentences he meets. It will be necessary for the teacher to prepare lessons aeveral days in advance in order that she may give the proj>er board work, to fit classes to take up the lessons in the book. Words in the book are often recognized by position, and unless a child has sentence and word TEACHING BEGINNERS TO READ ^9 drills he may not recognize the word when he meets it in another placei Before taking up the lesson on page 20 the teacher may tell the children of Dan and Ruth, the little brother and sister whose games and pets are told about throughout the book. Turn back to the frontis- piece, then find other pictures of the children farther on. Reference to the special word list, page 226, will show the teacher in advance which are the new words and whether they will be used frequently enough to make them part of the fundamental vocabulary. For in- stance, the new words on this page are Dan and am. As will be seen by the chart both of these are fun- damental words. Dan is a name word and will require very little drill. Am is one of the colorless words best taught in connection with other words. It should be familiar through drills given in the preceding lessons. With all mechanical difficulties removed the child approaching the lesson will be able to devote his whole attention to the thought. Program 27 Forenoon Reading: Read silently and answer: What do you like? WTiat can you do? What can you find? What did you read? What can you guess? What can you sing? 6o STUDIES IN READING Word Drill: Select for drill five easy words and five that give trouble. Phonics: Review the sounds previously taught. Afternoon Reading: Read the exercises on pages 20 and 21. Word Drill: Game with chart strips, No. 8. Phonics: Pronounce si owl v: like love long lily lemon lips little Louise lost LESSON 28 Take time to enjoy the picture in this lesson (Page 22). What is Dan doing? What is Ruth doing? What does the story below tell us about them? Can you read the title? The first sentence? The second sentence? The next sentence is so long that it will not all go on one line. Can any one read this long sentence? So that is what Dan likes to do. The next sentence will tell us about Ruth. Can you answer the question in the last sentence? Now let us read the whole lesson silently. Shall we read it again? Now who would Uke to read the whole lesson aloud? TEACHING BEGINNERS TO READ 6i Program 28 Forenoon Reading: Do you see me? I am Jack's dog. I run and run and nm. I find Jack's ball. I like Jack and Jack likes me. Jack is good to me. Jack plays with me. Do you like dogs? WordDrUl: I am a boy. I am little. Jack is a boy. Jack is little. Phonics: Teach the sound of g. Afternoon Reading: Read the exerdse on page 22. WordDriU: Use word and phrase cards. Phonics: Review the sounds previously taught. LESSON 29 In teaching the rhyming lessons, of which Ruth's Kitty on page 23 is an example, the teacher may read the rhyme several times and then allow individual children to read it. Let the children point out cer- tain words or Unes for the teacher to write upon the board. Through this little rhyme, the children should learn the words kitty and mew, thus preparing two 62 STUDIES IN READING new words for recognition in the next lesson. For seat work, the children may make drawings or cut- tings of kitty on the fence. Program 29 Forenoon Reading: Review the exercises on pages 21, 22, and 23. Word Drill: Game with chart strips. Phonics: Teach the sound of 1. AfterngoIn Reading: Teach the rhyme on page 23. Word Drill: Game device from the board. Phonics: Review the sounds. LESSON 30 The first dialog occurs on page 24. One child should take the part of Ruth and another the part of the Kitty. Let the two children who are to read the dialog come forward. If possible have each child in the class take one of these parts, for it is here that he must become accustomed to the name in italics pointing out the part he is to take. TEACHING BEGINNERS TO READ 63 BABY DEAR ^ ^s ^^ i Ba - by dearl Ba - by deart God in i t jBL X Sf tSJ^ Heav - en sent yon here. Smile and grow! ^ ^ ^ e Smile and growl Ba - by dear, we love yon so. Program 30 Forenoon Reading: Teach the song Baby Dear (page 26) Word Drill: Select five difl&cult words and five easv words for board drill. Phonics: Drill with cards. Afternoon Reading: Read the exercises on page 24. Word Drill: Use word and phrase cards. Phonics: Phonic Game No. 10 (Manual, page 235). 64 STUDIES IN READING LESSON 31 The rhyme on page 25 should be taught the same as the other rhymes. The word to be learned from this rhyme is hear. It will also help to fix in mind the words I like and my which have appeared in previous lessons. Looking Ahead. The teacher should continue to look ahead and select for board drills new words which are soon to appear in the books. The special word list should prove a daily help. Though the reading lesson for this day is on page 25, the board lesson should help to prepare the way for the advance lessons. For instance, the word list for page 27 shows three new words, Jane, baby, and not. Baby and not are fimdamental words, and therefore require special attention. Jane is a name word and since name words call up a very definite picture of a character in the book they will be learned without special drill. While not exactly a name. Baby would be learned in the same way. The song on page 26 will also help in fixing the word in mind. Not is a colorless word best taught in relation to other words. Instead of presenting not alone or in a list of words where it means nothing to a child, it is first used in a sentence such as, "Baby can not sing a song." Program 31 Forenoon Reading: Review the Primer lessons already read. Word Drill: Baby can not sing a song. TEACHING BEGINNERS TO READ 65 Baby can not read a book. Baby can not go to school. Phonics: Teach the sound of w. Afternoon Reading: Read the exercise on page 25. Word Drill: Game Device. Phonics: Review the sounds previously taught. LESSON 32 (Page 26) The children may sing from the books the song which they have learned in a previous lesson. From this little song they have learned the word baby. Children should have memorized fourteen letter sounds. Their phonic games should have made them proficient in finding the sound in the spoken word. They may now be led to discover familiar sounds in the words of the reading lesson. Program 32' Forenoon Reading: Oh dear! Oh dear! Oh dear! Kitty is lost! Kitty is lost! Come Kitty! Come Kitty! Can you find Kitty, I cannot find you. Jack? 66 STUDIES IN READING Word DriU: I lost my ball. You found it. I lost my book. I lost my dolly. Baby found it. Jack found it. Phonics: Write a list of words beginning with t. Afternoon Reading: Sing the song on page 26. Review other songs previously learned. Word Drill: find good it found my dog is lost ball Phonics: Write a list of words beginning with s. LESSON 33 (Page 27) Preliminary to this lesson, lead the children to talk of the babies at home. A few such questions as, "Who has a baby at home? Is it a little brother? A little sister? How old is Baby? What can baby do?" will lead to many spontaneous and happy expressions. Sing again the song on page 26. Then introduce the Primer baby, Jane. Whose sister is she? Who are the other children in the picture? Word Study. Previous reference to the special word list should have shown the teacher that the new words TEACHING BEGINNERS TO READ 67 for this lesson are Jane, baby, and not. Baby should have been learned from the song and not through the board lesson (Program 30). However, it may be well to have the children point out these new words in the lesson before attempting to read it. Jane will be learned very readily from position here. After telling children the word Jane, have them find it again in the reading lesson. With word difficulties eUminated pupils should be able to read about Jane. This little lesson is what she would say to us if she could talk. Who knows what she says in the first line? In the second? In the third? Have the children read silently while the teacher passes along the aisle encouraging and helping them where necessary. When the lesson has been read silently two or three times, ask, **Who would like to be Jane and read the lesson for the rest?" Let the children in turn pass to the front of the class and read aloud. Write the following word groups on the board for children to pronounce and point out the familiar initial letter: fan rose girl find read go Ruth good we run • wagon play way sing pig with song so niy sleep dog like sun dolly little am did lost and do 68 STUDIES IN READING cat Mother baby can me boy come mew . ball cap my books Add names of children in the class or names of their brothers and sisters to these lists. Program 33 Forenoon Reading: Mark is Dan's dog. He can play. He is a good dog. He can find a ball. He can nm. What can Kitty do? Word Drill: I am good. I am not little. He is good. He is not little. Phonics: Teach the sound of n. Afternoon Reading: Read the exercise on page 27. Word Drill; Use word cards. Phonics: Find the initial sounds in familiar words. LESSON 34 (Primer, pages 28 and 29) The rhyme on page 28 introduces Dan's playfeUow, Mark. Children should be given a little time to enjoy the picture and to tell something of their dogs. The i dog lost play run Hike my find can TEACHING BEGINNERS TO READ 69 teacher should then read the rh3nne and let individuals read it in turn. Word Drill. For word drill have the children point to the following words on page 29 when the teacher names them: Mark found baU good The teacher may pass down the aisle and determine whether or not the children are pointing to correct words. The special word list shows that there are five new words on page 29. Mark will be recognized through the rhyme on page 28. Lost and found should be familiar through their use in word drills and in board lessons. Run is known through its use on the chart strips. This leaves will as the only unfamiliar word. Have the children read again the rhyme on page 28. Who is the boy on page 29? Who is the dog? What are they doing? Shall we read the lesson below and find out? What is the title? If the children do not recall the word playing, have them turn back to page 8. Have the children read the first line (page 29). Who is talking? The next sentence has a new word. The children may be able to get this word from the context. If not, the teacher should read the sentence aloud. Call attention to will. Write it on the board and call atten- tion to the sound of the initial letter. Return to the books and have the children start again and read the first two sentences silently. What does Dan say to Mark in the next line? This sentence may give trouble as ball and 70 STUDIES IN READING lo3t are almost new words, and is and my are not very- easy words to remember. If so, read the sentence to the children and have them read it. What else did Dan say? Continue reading a sentence at a time until all the sentences have been read. Then let all together read the whole lesson silently. Ask the children to think just how Dan said this. Who would like to play that he is Dan and read it to us that way? This is a splendid expression lesson and will succeed as such if each child feels that he is acting a part. In the phonic drill period have the children turn back to some review lesson, for instance, that on page 17. Let each child in turn point out some familiar word and name its initial sound. Program 34 Forenoon Reading: Read the rhyme on page 28. Word Drill: • Find familiar Words on page 29. Phonics: "^ Find the sounds in familiar 'words in the book. ..!.»••-'• Afternoon Reading: Read the exercise on page 29. Word Drill: Game with chart strips. Phonics: Use the phonic cards TEACHING BEGINNERS TO READ 71, t LESSON 36 Word Study. The special word list shows that page 30 has four new words. Once is an incidental word and needs no. particular attention as it will be recognized here — the only place that it is needed just now. He, was, and her should be used in board sentences. We and our are included in the list to remind the teacher that they have not appeared in the lessons for some time. Turn back to page 11 and refresh the memory by pointing out these two words. Use them in board sentences. In presenting the lesson, have the children turn to page 30. Who is this baby? Who is the dog? What are they doing here? If we are not sure, the story below will tell us. What is it about? Our, being in capitals, may give trouble. If so, it should be told. The heart of this page is in the last two lines. Tell the children the word once. They should have no difficulty in reading the remainder. They will enjoy looking at the picture and reading this little lesson. Then let them take turns in reading the lesson aloud. Ask how each thinks it happened that Jane was lost. Where was she lost? Why? Now is the time for the teacher to say,i '*This reminds me of a little story I have read. My story is about two little children who were lost. Would you like me to tell it to you for our next story?'' She should then tell the story of ''The Babes in the Wood.'' Rhjrming Words. Children may now be led to compare rhyming words and recognize the similarity in their endings. For directions see page 239. ^2 STUDIES IN READING Program 36 Forenoon Reading: Review lessons from the book. Word Drill: Give me a book. Give a flower. Give the flower to Give ...a ball. « Give the ball to Phonics: Rhyming game No. 1. Afternoon Reading: Read the exercise on page 30. Word Drill: Use the word cards. Phonics: Rhyming Game No. 1. LESSON 36 On page 31 the easy little jingle may be half repeated, half read. Oats, hay, and water are incidental words and will be learned by position. Introductory to this lesson, children should be given a few minutes to discuss the pictures and to tell of their pets. The first four lines on page 32 are to be sung, not read. It is not necessary to sing them more than once or twice at this time, as the children will enjoy returning to them later. TEACHING BEGINNERS TO READ 73 PONY JIM i i 3^ t E t Po - ny Jim loves oats and hay, i i + E ^^^ £ Po - ny Jim loves wa - ter; Po - ny loves to i 3 S i^-r-f E draw the cart with Pa-ther*8 lit - tie dangh - ter. Program 36 Forenoon Reading: Read the exercise on page 31. Word DriU: Jim wants some oats. He wants some water. He wants some hay. Phonics: Find the sounds in the familiar words in the bodk« Afternoon Reading: Read the exercise on page 32. Word DriU: Game with chart strips. Phonics: Rhyming Game No. 2. 74 STUDIES IN READING LESSON 37 (Page 33) '. To secure proper expression, have each child while reading play that he is taking the part of Jim. Use the following as a blackboard lesson: ' Mark is Dan's dog. Once Baby Jane was lost. . He can run and jump. Mark found her^ He can find a ball. Dan likes Mark; . He can bark. He gives him something to eat. r Give enunciation drills with WOfds "using the sound th, a sound that often gives trouble. Have- the children pronounce the following words slowly, and distinctly: these, those, thisi that, them, there. Program 37 Forenoon m ■ Reading: Read sentences from the board. Word Drill: Write on the board: What do you want? Write the answers as the children give them: Iwantsome Phoniqs: '''ifltmc^atiOir drill: '' '- J J' Atternooi^ Reading: Read the exercise. on page 33. r. Word Drill: Use the word cards. Phonics: Phonic Game No. 3. TEACfflNG BEGINNERS TO READ 75 LESSON 38 (Primer, pages 34 and 35) Memorize the rhyme on page 34, teaching it in the same way in which the other rhymes have been taught. For the word drill following write on the board: Would you do that to a pony? What would you do? li the children do not recognize would, have them com- pare the word with would on page 34. Write answers to the second question as the children give them. Use familiar words when possible, but do not hesitate to use others when they are needed to express the thought. Study the pictures in preparation for the lesson. Let each child in reading this exercise feel that he is taking the part of> Dan. Program 38 Forenoon ■ Readings Memorize Dapple Gray. Word Drill: Would you do that to a pony? What would you do? Phonics: Rh^-ming Game No. 3. Afternoon Reading: Playing Mark, page 35. Word Drill: Use word cards. Phonics: Find sounds in familiar words. 76 STUDIES IN READING LESSON 39 Before taking up page 36, turn back to page 19. One mystery lesson will lead to the other. The two riddles on page 36 should be read silently. Then each may be read aloud. This is one of the best kinds of material with which to train a child to carry the thought from one sentence to another; for in order to guess the riddle he must keep each point in mind. In preparation for the color words, draw a red ball upon the blackboard and write xmder it with red crayon, "A red ball.'' Do the same in preparing for blue. The next day add yellow and green, and later add white and brown. For seat work give the children cards on which the color words have been written. Give them •disks of colored paper to match with the words on the card. Page 24 should be reviewed in preparation for the •dialog on page 37. Program 39 Forenoon Reading: Review the exercise on page 24 and other lessons. Word Drill: Point out the following words on page 36; guess red it eat good catch Dan little play mew baby me Phonics: Develop the an group from Dan (page 241). TEACHING BEGINNERS TO READ 77 Afternoon Reading: Something to Guess. Guess ThiSi page 36. Word DriU: Select and alternate ten easy and ten difficult words for drill. Phonics: Drill on the an group. LESSON 40 Word Study. In the little dialog on page 37, Dan and Ruth are playing the guessing game. In preparation for this as for each other lesson, the teacher should study the special word list. Of the five new words, yes has been learned through the chart strips, apple through the phonic cards, and an through work with the an group in phonic drill. Have and for are both found in the first sentence which should be read to the children. These being colorless words, should both receive special attention in word drills. After the usual preparation by silent reading, let the children in turn take the parts of Dan and Ruth and play the guessing game. For seat work, let the children cut and color the design of an apple with stem and leaf. Program 40 Forenoon Reading: Find a red ball. Find a blue flower. Find a blue ball. Find a white flower. Find a yellow ball. Find a yellow flower. Find a white ball. Find a red flower. 78 STUDIES IN READING Word Drill: Point out following words on page 37: something apple I good guess round like what red did little yes Phonics: Review the sounds previously taught. Afternoon Reading: Ruth Can Guess, page 37. Word Drill: Use the word cards. Phonics: Review the an group. LESSON 41 Page 38 is so simple as to require very little prepara- tion. Let the children read each line silently and point to the answer. Colors, on page 39, should be half memorized, half read. Using Phonic Words in Sentences. The children should now begin to use words of the an group, in simple sentences, as, I have an apple. I see a fan. Father is a man. Where is the little pan? TEACHING BEGINNERS TO READ 79 Program 41 Forenoon Reading: Where, page 38. WordDrUl: Blackboard drill with game device. Phonics: Use an words in sentences. Afternoon Reading: Colors, page 39. Word Drill: What can you do? I can see with my eyes. I can hear with my ears. I can walk with my feet. I can smell with my nose I can eat with my mouth. Phonics: Rhyming Game No. 3. LESSON 42 In reading the exercise on page 40, encourage the children to express the thought correctly. For seat work, let the children draw and color a basket of Easter eggs. On page 41 have the children read the exercises silently, then act them. As a seat work exercise, have the children match colored paper disks and squares. So STUDIES IN READING Program 42 Forenoon Reading: Hallowe'en, or other board lesson suitable to the season. Word Drill: ears hear nose smell feet walk eyes see mouth eat Phonics: Develop the ill group from will. Afternoon Reading: The exercises on pages 40 and 41. Word Drill: I have two eyes. I have one mouth. I have two ears. I have two feet. I have one nose. Phonics: Review the ill group. LESSONS 43, 44, and 45 (Pages 41 and 42) THE USE OF CHARMING STORIES In these lessons the children are introduced to their first long unit. In order that they may read with appre- dation, the story of "The Little Pig" should be pre- sented to them as a complete whole and not a few sentences or a page at a time. The teacher may tell the story to the children. In order to do this well, she should study it until she is perfectly familiar with it. TEACHING BEGINNERS TO READ 8i THE LITTLE PIG Once there was a tiny little pig. He lived with his mother in a pen. When he was just a baby pig he did not know very much but as he grew older he learned new things every day. One day he found his four little feet and he said, "Wee, wee, Mother I See what I have found. See my four little feet. What can I do with them?" His mother said, "You can walk and run with them." That made the little pig very happy, and he ran up and down the pen crying, "See me walk. See me run." Next he found his two little eyes and he cried, "Wee, wee, Mother! See what I have found. See my two little eyes. What can I do with them?" "You can see with them," said his mother. "Do you see me?" "Yes," said the little pig, "I see you. I see a girl. I see a man. I see a boy. I see a dog and a cat." Next the little pig found his two Uttle ears. He said, "Wee, wee. Mother! See what I have found. See my two little ears. What can I do with them?" "You can hear with them," said his mother. "What do you hear?" 82 STUDIES IN READING "I hear you, Mother," said the little pig. "I hear the girl. I hear the man. I hear the dog bark. I hear the cat mew." Next the little pig found his one little nose. He said, "Wee, wee. Mother! See what I have found. See my one little nose. What can I do with it?" "You can smell with it," said his mother. "Can you smell your dinner?" "No, I cannot smell my dinner," said the little pig. "Where is my dinner? I cannot find it. There is no dinner here." Next the little pig found his one little mouth. He said, "Wee, wee. Mother! See what I have found. See my one little mouth. What can I do with it?" "You can eat with it," said his mother. "You can eat your dinner." That made the little pig very, very hungry and he cried with a loud voice, "Wee, wee, I want my dinner! Where is my dinner?" Just then a girl came with a pail. Splash went the dinner into the trough. "Come, piggy, piggy!" said the girl. "Come, piggy, come piggy! Here is your good dinner." Word Study. Since this lesson covers several pages, it presents a new problem in word preparation. The special word list on page 227 of this Manual contains the TEACHING BEGINNERS TO READ 83 following new words from pages 43, 44, 45, 46, and 47 of the Primer: pig feet wee man walk four cat eyes them ears dumer nose no smell there one here two piggy mouth Of the first group pig and cat are already familiar through their use on the phonic cards. Man is one of the familiar words of the an group. The words of the second group are not wholly new as they have been used in blackboard lessons. This leaves the eight words of the last group as the wholly unfamiliar words. Most of them will be recognized from the context. The teacher should make a note of such words as are not readily recognized and give special blackboard drill upon each. Do not expect the children to recognize all of the words perfectly the first time that they have the lesson. Repeated readings fix the words in mind. If a child fails to recognize a word, tell him the word promptly, unless it is one that he is able to sound. Then have him start the sentence again so that there may be no break in the continuity of thought. Tell the story on at least two different occasions before it is taken up in the book. Then let the children follow the story by pictures. What is the little pig saying in the first picture? What does his mother say to him? What is he saying in the 84 STUDIES IN READING second picture? in the third? in the fourth? in the fifth? Point out the names in italics, Little Pig, Mother, and Girly and make certain that the children understand that these words are to point out the speaker, and are not to be read aloud. Ask, "Who can read the first thing that the little pig says to his mother?" Let one child read the first four lines. Then, "What does the mother say?" In the same manner proceed through the whole dialog. Three children may then be selected to take the parts of the three characters. .They may come forward and face the class while they read. The children will enjoy making a "Little Pig" booklet. Let them paste in the booklet freehand cut- tings of Mother Pig, Little Pig, the pail, the trough, the girl, the man, the boy, the dog, and the cat. Program 43 Forenoon Reading: Repeat the story of The Little Pig. Follow the story in illustrations. Word Drill: I have two eyes. Kitty has one nose. Kitty has two eyes. I have one mouth. I have two ears. Kitty has one mouth. Kitty has two ears. I have two feet. I have one nose. Kitty has four feet. Phonics: Teach the sound of j. TEACHING BEGINNERS TO READ 85 Afternoon Reading: Read The Little Pig. Word Drill: Game Device. Phonics: Review the sounds including the phonograms an and ill. Program 44 Forenoon Reading: Memorize and read Five Little Pigs (page 42). Word Drill: The pig says, "Wee, wee!" The cat says, "Mew, mew!" The little bird says, "Peep, peep!" Phonics: Sound: can man fan ran will pill hill km Afternoon Reading: Tell the story of The Little Pig. Word Drill: feet smell bird walk mouth nose eyes one wee ears pig Phonics: Use the ill words in sentences. 86 STUDIES IN READING Program 45 Forenoon Reading: Read The Little Pig. There was a little pig. There was a little bird. He said, "Wee, wee! She said, **Peep, peep! See what I have found." I want mv mother." Word Drill: Select the words which give trouble. Phonics: Develop the ound group from found. Afternoon Reading: Read The Little Pig. Word Drill: Use word cards. Phonics: Drill on the ound group. LESSON 46 Teach the rhymes on page 48 the same as the other rhymes have been taught. For word drill write the following questions and write answers as the children give them. What can a boy do? What can a girl do? What can a bird do? What can a dog do? TEACHING BEGINNERS TO READ 87 Program 46 Forenoon Reading: Exercise on page 48 of the Primer. Word DriU: Game Device. Phonics: Review the an, ill, and ound groups. Afternoon Reading: What Can You Do? (Primer, page 49). Word Drill: What can a boy do? Phonics: Find sounds in familiar words. LESSONS 47 AND 48 The dialog of the Three Little Birds should be treated the same as, that of The Little Pig. Familiarity with the whole story gives the children the grasp of the selection as a whole. It should be told as follows: THREE LITTLE BIRDS Once upon a time there was a mother bird. She had three little baby birds. The first was called Bright Eyes, the second was called Red Wing and the third who was little more than a ball of down, was called Fuzzy. With three hungry mouths to feed, the mother was very busy. Such noisy little creatures as those babies were! While their 88 STUDIES IN READING mother was gone they curled down in the nest still as mice, but the minute that they heard her coming they opened their tiny bills and began to scream. "Peep! Peep!" cried Bright Eyes, "I want my mother." "I am so himgry/* cried Red Wing. "Peep! Peep!" cried little Fuzzy, "I want something to eat!" Then their mother would say, "Do not cry, little birds. Here is something to eat," and into each open bill would go a bit of the dinner that she had brought. As they grew stronger the little birds asked to fly, but the mother said, "You cannot fly now. You are too little. I will find you something to eat." Away she went and the little birds curled down in the nest still as mice but when they heard her coming they screamed as before. Peep! Peep!" said Bright Eyes, "I want my mother!" I am so hungry," cried Red Wing. "Peep! Peep!" cried little Fuzzy, "I want something to eat!" So the busy mother filled the hungry mouths. The little birds grew stronger and flapping their tiny wings begged to fly, but the mother bird whispered, " You can not fly now. I see the cat. Be good little birds. I will find you some- thing to eat." Away she flew and the birds curled down as still as mice. They were large birds now, large enough to know better, but when their mother came they screamed as loudly as ever. "Peep! Peep!" said Bright Eyes, "I want my mother!" "I am so hungry," cried Red Wing. "Peep! Peep!" cried little Fuzzy, "I want something to eat!" "Here is something," said the mother, and when they had eaten, each little bird peeped loudly, "When can I fly?" The mother bird looked carefully around. Then she said, "The cat has gone. She will not catch you now. Come, little birds. This is the way to fly ! " « TEACHING BEGINNERS TO READ 89 She fluttered to the ground and after her came three happy little birds, Bright Eyes, Red Wing, and little Fuzzy like a. ball of down. After the story has been told the lesson may be read, the parts being taken by the different children. Let the children who are taking the parts of the little birds and their mother act out the little play as they read. THE BIJJEBIRD JA" i- ' i -^ T ^ Pret - ty lit - tie blue - bird, why do you i -fs^ t ^ /I\ -^SH ^ fly? Come back, come back to me. **I ^s ^ ^^ Z ^ go," said the bird as he flew on high, '*To f^ it ?g* p -1 — -tr I see if my col - or match - es the sky." The cat has nothing to say in the dialog but it is a great addition to let some child take the part of the cat prowling near. In addition to studying her special word list in selecting words for drill, the teacher should watch for and list any words that give trouble. 90 STUDIES IN READING Program 47 Forenoon Reading: Sing The Bluebird. Tell the story of Three Little Birds. Word Drill: Point to the following words, pages 51, 52, 53: peep something hungry eat fly mother I will cat This is the way catch Phonics: Teach the consonant sound of y. Afternoon Reading: Read Three Little Birds. Word Drill: Select difiicult words. Phonics: Drill on the an, ill, and ound groups. Program 48 Forenoon Reading: Read Three Little Birds. Word Drill: Use word cards. Phonics: Develop the ay group from hay (Manual, page 250). TEACHING BEGINNERS TO READ 91 Afternoon Reading: Read Three Little Birds. Word Drill: Use Game Device. Phonics: Use the ay words in sentences. LESSON 49 The Secret on page 54 should be read to the children until it is partly memorized, then read by them as a dialog. Have the children point out the following words: secret some it birds tell brown in there apple tree blue robin Before taking up the exercise on page 55, turn back to page 36. The children should then be given the new puzzle lesson to read silently and guess. For seat work, stencil sewing cards with the robin design to illustrate the lesson. Program 49 Forenoon Reading: Read The Secret, page 54. Word Drill: Where is Dan? When can you go? What can you do? Who is it? Phonics: Develop the ake group from make. 92 STUDIES IN READING Apternoon Reading: Read Guess Who I am (page 55). Word DriU: Game Device. Phonics: Review the ake and ay groups. LESSON 60 The exercises on pages 56 and 57 should be taught in the same manner as were the other riddle lessons. These lessons help greatly in developing a taste for silent reading. The children should now be given a ten- minute period each day for reading review lessons. Gradually this may be made to include a study of the new lesson. They should be made to feel that this is a period of privilege and delight, not a time for drudgery. Directions for making a kite may be foimd in this Manual, page 281. Program 60 Forenoon Reading: Who Am J? (page 56). Word Drill: bird eggs nest sing fly peep tree hungry Phonics: Develop the ark group from Mark. TEACHING BEGINNERS TO READ 93 Afternoon Reading: Read What Am I? (page 57). Word Drill: Father bird Let's keep them warm Mother bird Let's make a nest Baby birds Let's sing Three blue eggs Phonics: Review the groups. LESSONS 61 AND 62 Since the children have already had several bird lessons, The Nest in the Tree will require very little introduction. The teacher may call attention to the picture and then read the story slowly and distinctly while the children follow the lines in the book. She may then read the story a second time, passing down the aisles as she reads, to be sure that the children are able to keep the place. In this way the children get the grasp of the Story as a whole and become able to recognize many of the words through the context. The special word list shows that, of the 24 new words on these five pages, only five are fundamental words. These should be fixed in mind through practice sentences and word drills. As children learn to love this little lesson and to read it over and over, they will uncon- sciously fix in mind many of the incidental words which could be learned by themselves only through tiresome drill. This is the natural and therefore the ideal way 94 STUDIES IN READING for a child to acquire a vocabulary. Do not expect the children to master all of the words in one or two readings. Give them plenty of help at first. The important thing is the grasp of the story as a whole, then the free, easy sweep of the sentences. Recognition of each separate word comes only through practice. Pointing to words in the text as the teacher names them, helps greatly in fixing the words in mind. Occasionally let a child take the place of the teacher and name words for others to find. This selection is too long for one child to read alone each time it is read. One child may read several sen- tences, then another may read several, continuing in this way until the story is finished. Program 51 Forenoon Reading: Read to the children The Nest in the Tree. Word Drill: Have the children find phrases and words: Once upon a time Made a nest Father bird some eggs Mother bird three blue eggs said hungry make a nest something to eat Phonics: Teach the sound of n. Afternoon Reading: Read The Nest in the Tree. TEACHING BEGINNERS TO READ qs Word Drill: Rapid sight drill from the board. Phonics: Review aU of the groups given. Program 62 Forenoon Reading: Read The Nest in the Tree. Word Drill: The birds were in the tree. The eggs were in the nest. Where were the baby birds? Phonics: Teach the ook group from book. Afternoon Reading: Read The Nest in the Tree. Word Drill: Use the Word Cards. Phonics: Use the ook words in sentences. LESSON 53 Let the children memorize and read the poem on page 63 of the Primer. The lesson on page 64 should be given in the same manner as were the other riddle lessons. If the children do not remember the word but, have them turn back and find it on page 57. Pronounce it slowly for them and 96 STUDIES IN READING call attention to both the initial and the final consonants. Recall the word time by pointing to the phrase, Once upon a timei page 58. When is another word which may require special attention in board drill. Let the children discover talk by comparing it with walk. Let them get first hand then hands from and. Write the following words on the board for special drill: but time when talk walk hands and play Program 53 Forenoon Reading: Read Fly Away, Jack, page 63. Word Drill: Drill on the words from page 64. Phonics: Teach the all group from ball. Afternoon Reading: Read What Am I? (page 64). Word Drill: Sing The Clock, page 65. Point out the following words: dear brown time clock hands like Uttle it do face what is Phonics: Review the word groups. TEACHING BEGINNERS TO READ 97 LESSON 64 Precede the lesson on page 66 with an informal talk on the home. The teacher may question the children concerning the habits of animals, bringing out the idea that each one chooses the home best suited to h*s needs. The silent reading and discussion of this lesson are more important than is the oral reading. The poem Why, on page 67, should be memorized and read. See that this is done with spirit and anima- tion. For seat work, draw and color the flower, the bee, and the butterfly. Let the children cut butterflies from folded paper. Open the wings, and color them. Program 5i Forenoon Reading: Discuss and read the exercise on page 66. Word Drill: Blackboard. Review the first 25 words of the fundamental vocabulary. (See Manual, page 223.) Phonics: me see be wee he bee we ArTERNOON Reading: Read Why? (page 67). 98 STUDIES IN READING Word Drill: why where bee said when what house this Phonics: Use the e words in sentences. LESSON 55 Before taking up page 68, talk with the children about bees. Draw on the board the picture of a hive with bees. Study the pictures on pages 68 and 69. Why is the baby afraid? Read pages 68 and 69 to the children while they follow in the book. Word Building. In the phonic lesson, write the letters a and t on the board for the children to sound. Show them that when these two sounds are blended they make the word at. Then write the words in the at group for children to sound. Memorize and read the poem What They Do, page 70. Call attention to the name of the author. Tell the children that Christina Rossetti has written many delightful poems for children and if possible read one or two of her other poems aloud. Let the children make freehand cuttings of round and square hives. Let them cut and mount bees flying around the hives. Program 55 Forenoon Reading: Talk of bees. Read The House that Dan Built. TEACHING BEGINNERS TO READ 99 Word Drill: Select difficult words for drill. Phonics: Teach the ing group. Afternoon Reading: Read What They Do, Primer, page 70. Word Drill: Blackboard review of the second 25 words of the fundamental vocabulary. Phonics. Review words of the ing group. LESSON 56 Before taking up page 71, show the children that ing may be added to the following familiar words: do bark fly jump play eat catch look In teaching the at and an groups, present them as follows: an at at Dan hat an fan fat fat man cat fan can mat pan ran sat pat pan bat cat tan pat can 9i4a7a loo STUDIES IN READING Program 56 Forenoon Reading: Review the exercises on pages 68, 69, and 70. Word DriU: Add ing to familiar words. Phonics: Blend a - 1. Show that in the an group a and n have been blended. Drill on both groups. Afternoon Reading: Read What Are You Doing? (page 71). * Word Drill: Use word cards to drill on the first 50 words of the fundamental vocabulary. Phonics; Review all groups given. LESSON 57 There are seven new words in the dialog on page 72. These may be taught in the first presentation of the lesson to the class. Kate and Frank should be introduced as the play- mates of Dan and Ruth. While new in the Primer, the word box is not new to the children who have learned it from the phonic cards. See if the children can not guess the word candy, from the context and the familiar TEACHING BEGINNERS TO READ loi word can. Since they have had the ook group, they shoidd be able to sound the word look. The word thank may be told. Help the children to enjoy the mystery in this selection. Go over it with them a line at a time. When the word difficulties have been mastered, it may be read as a dialog. Program 67 Forenoon Reading: Work on page 72. Word DriU: Kate look box thank Frank kitten candy Phonics: Develop ag by blending. Drill on the ag group. Afternoon Reading: Read the dialog What Was in the Box? Word Drill: Point out following words on page 73: something said eat little glad found brown that save not buy would Phonics: Develop the am group by blending. I02 STUDIES IN READING LESSON 58 Precede the lesson on page 73 by a talk on thrift. Let the children tell some of the things which they have done with money. Program 58 Forenoon Reading: Read What Did Dan Find? (Primer, page 73). Word Drill: What would you do with a penny? Write answers as the children give them. Phonics: Develop ap group by blending. Drill on the ap group. Afternoon Reading: Sing Three Little Kittens. Word Drill: Point out following words: dear what lost here mine found pie naughty mittens some Phonics: Develop ad by blending. Drill on the ad group. TEACHING BEGINNERS TO READ 103 THREE LITTLE KITTENS Three lit - tie kit -tens Lost their mit-tens, and I ^^ its it ^ to cry, cc O moth-er dear, see Dz: ^ ±3t here! see here! Our mit - tens we have lost." **What! a i=t tc fe lost your mit • tens, you naugh - ty Kit - tens ? Then i * i -^--#— =1- you shall have no i#»f»» pie! If Meow! 3:^ tr. m Meow!" **Then you shall have no pie!" LESSON 59 Let the children in groups of four take the parts of Fluff, Buff, Muff, and the Mother cat. Be sure that each part is read with animation. The children will enjoy making freehand cuttings of kittens, mittens, and pie to illustrate the lesson. I04 STUDIES IN READING Program 69 FOKENOON Reading: Read the ( exercises on pages 76 and 77. Word Drill: Kittens lost our mittens mew found our mittens but Oh dear were • See here Phonics: Blend ag. Drill on the following: an am dg ad at ap ab Afternoon Reading: Read the exercises on pages 76 and 77. Word DriU: Review the third 25 words of the fundamental vocabulary. Phonics: Drill on the short a groups shown on page 158. LESSON 60 Study the picture on page 78 in preparation for the story Buflf. There are only two new words on these two pages. The children should be able to sound day. More may be told them. TEACHING BEGINNERS TO READ 105 Let the children read this story silently under the teacher's guidance, then study it carefuUy preparatory tc reading it aloud. Program 60 Forenoon Reading: Buff, page 78. Word Drill: The Mother cat purrs to her little kittens. The Mother bird sings to her little birds. My mother sings to me. Phonics: Teach the sound of k. Afternoon Reading: Buff, page 78. Word Drill: Game Device. Phonics. Phonic cards for drill. LESSON 61 There are five new words on page 80. The first line may be read to the children. Thinking may be written upon the board and compared with pla3ring, doing, and similar words. Waves and breeze should also be told to the children. The children should be able to recognize flag from the context without being told. They may read io6 STUDIES IN READING the exercise on page 80 silently a step at a time. After they have read all and guessed what is meant the teacher shoidd question them on the care of the flag, to bring out the points clearly. On page 81, the teacher may read the questions while the children follow. Then let the children answer the questions. Afterward the children may read the ques- tions silently and give the answers aloiid. Program 61 Forenoon Reading: What is It? (page 80). Word Drill: Rapid sight drill with word cards. Phonics: Drill on the following blends: pa ta ma ra na ca sa la ja ba Afternoon Reading: Tell Me This, page 81. o Word Drill: Select for drill ten difficult words and ten easy words from the first 75 words of the fundamental vocabulary. Phonics; Repeat the drill of the previous lesson. TEACHING BEGINNERS TO READ 107 LESSON 62 There are four new words on pages 82 and 83. The children should be able to sound had and take from their phonic drill on these groups. To teach pretty the teacher may write the following sentences on the board: I have a pretty flower. Oh, you pretty, pretty bird! Also write these words upon the board for comparison: m3£self yourself herself himself Let the children have time to enjoy the charming illustrations of this little story. There is a touch of mystery here and a bit of surprise in the ending which they will enjoy more by first reading the lesson silently. The teacher may guide them in this, helping to ehminate the diflSculties until each child has read and enjoyed the story. After a period of study the selection may be read aloud. For seat work, have the children make and mount free- hand cuttings of the doll, the bed, and Dolly's shoes, stockings, dress, and hat. Use the seat work to impress the story more vividly upon the minds of the children. Program 62 1^ /rkO ^ 1 vy fT • Forenoon jveaaing . The Lost Doll, page 82. Word Drill: self herself apple myself himself Kate yourself selfish very io8 STUDIES IN READING Phonics: Drill on the phonic groups: pat, pan, pad, as shown on page 244 of the Manual. Afternoon Reading: The Lost Doll, page 82. Word DriU: Drill on the fourth 25 words of the fundamental vocabidary. Phonics: Review the previous lesson. LESSON 63 Who was Selfish, on page 84, may be read silently and discussed before it is read aloud. The children should be able to soimd took without being told. The exercise on page 85 should be taught in the same manner as were the other mystery lessons. As an illustration for the story, have the children cut, color, and mount a dish containing a large apple and a small apple. Program 63 Forenoon Reading: Who Was Selfish, page 84. Word Drill: warm good big work cold bad little play TEACHING BEGINNERS TO READ 109 Phonics: Following the instructions on page 245, blend bl, bla and br, bra. Afternoon Reading: What Am I?, page 85. Word Drill: Review the second fifty words of the fundamental vocabulary. Phonics: Blend bl-bla. br-bra. cl-cla. cr-cra. LESSON 64 What Am I, on page 86, should be taught in the same manner as were the other mystery lessons. Who Has Seen the Wind? page 87, should be half memorized, half read. Call attention to the fact that this poem was also written by Christina Rossetti. Program 64 Forenoon Reading: What Am I?, page 86. Word Drill: sun cold birds take blow wind make flowers there man Phonics: Blend: dr pr fl gl fr tr pi st dra pra fla gla fra tra pla sta no STUDIES IN READING Afternoon Reading: Who Has Seen the Wind? page 87. Word Drill: strong blow do try stronger blowing doing smile strongest my Phonics: spa sma sla sea sna LESSON 65 Before taking up the lesson on page 88, the children should be told the story of The Wind and the Sun. This is an excellent story for dramatization. After it has been told, one child may take the part of the sun, another that of the wind, and another that of the man. Do not read the lesson in the book until after the children have dramatized the story, as there will be more freedom of expression if the children are not trying to give the exact words of another. The lesson may then be taken up in the same manner as were the previous dialogs. Words for phonic drill: clap glad brag slam grab snap slat clap snag flag clad drab flat trap drag When sounding these words, cover the final consonant. TEACHING BEGINNERS TO READ in Program 65 Forenoon Reading: Tell the story of The Wind and the Sun. Dramatize. Word Drill: The Wind said, **I am stronger than you." The Sun said, "I am stronger than you." The Wind was rough. The Sun was kind. The Man liked the Sun. He did not like the rough Wind. Phonics: Drill on slap, slam, and the like. )9 Afternoon Reading: The Wind and the Sun. Word Drill: candy away my very girl look by once save looked one day she took Phonics: Drill rapidly over the preceding phonic LESSON 66 ; lesson. To introduce the story, Winifred's Candy, page 90, let the children enjoy the picture, which, with the title, should awaken a desire to know what the story may be. 112 STUDIES IN READING For the first reading the teacher may go over the stor}- with the children, helping with any difficulties. In reading a story the first time it is a good plan to let a child volunteer to read a sentence aloud after he has read it through silently. When this is done the teacher should see that the thread of the story is not lost by the break between sentences. By brief comments help the chadren to keep in mind the important points that have been read in order to carry them through the story. There are only seven new words in this story. Wini- fred, tiny, and bite are repeated so often in the narrative that they will require no other drill to fix them in mind. Children may recognize again from the verses on page 63. If not, have them turn to that page, point out again and find the same word in the new lesson. Stick, half, and down may be told the children when they are met in the lesson and fixed in mind by subsequent readings. Program 66 Forenoon Reading: Read with the children Winifred's Candy. Word Drill: Winifred's mother took it down stick of candy put the box away half a stick of candy very, very good Kate's half tiny, tiny bite in a box by and by Phonics: Teach the sound of short i. TEACHING BEGINNERS TO READ 113 Afternoon Reading: Winifred's Candji page 90. Word Drill: Word Cards. Phonics: Phonic Cards. » LESSON 67 Phonic groups for Drill: iU mat pray mad will sat gray had miU rat sad fiU pat me lad hiU flat he pad biU scat we glad kill be clad still ap she spill drill ake cap nap tap rap see bee tree ag bag rag nag wake take make lake map lap snap clap an Dan man fan wag flag stag brag bake pan 00k rake ay ran book snake hay oin took gay bran look at may plan hook cat say rook hat play ad nook (at stay bad brook 114 STUDIES IN READING all am ound ab ball jam found tab • fall Sam sound slab wall ham bound crab call slam round stab tall cram pound small ground Program 67 Forenoon Reading: Winifreds Candy, page 90. Word Drill: •- pony break • • tb'nk found house ate nose put him he Phonics: * Blackboard Review. y Afternoon Reading: Review lessons from the book. Word Drill: Select for drill the twenty least familiar words from the fundamental vcabulary. Phonics: Blackboard Review. TEACHING BEGINNERS TO READ 115 LESSON 68 After the usual preparation with the teacher the children may read My Pony, page 93. Program 68 Forenoon Reading: My Pony, page 93. Word Drill: A Uttle pony mother's good bread What do you think into the milk into the house take him out in the house took him out Phonics: Teach the sound, sh. Afternoon Reading: My Pony, page 93. Word Drill: came would down talk lame could town walk Phonics: Review sh, i and other sounds. LESSONS 69 AND 70 Study the picture, tell the story, and dramatize The Blind Man and the Lame Man. Emphasize the lesson of helpfulness which this fable teaches. ii6 STUDIES IN READING The dialog from the Primer, page 95, should be given in another lesson. Children may now begin to learn the names of the letters. For directions see Manual, page 248. Program 69 Forenoon Reading: Tell the story and dramatize The Blind Man and the Lame Man, page 94. Word Drill: blind man feet for you lame man upon his back go to town eyes for me could not see went to town could not walk Phonics: Teach the sound of v. Afternoon Reading. Read The Blind Man and the Lame Man. Word Drill. blind could back met but eyes lame feet went town walk wanted Phonics: Phonic Game No. 10 (Manual, page 235). TEACHING BEGINNERS TO READ 117 Program 70 Forenoon Reading: Read the dialog. Playing Blind Man and Lame Man. Word DriU: Select for drill ten diflScult words and ten easy words from the f imdamental vocabulary. Phonics: Drill on the phonic word groups given on pages 113, 114. Afternoon Reading: Read review lessons, each child reading what he likes best. Word DriU: Use the word cards. Phonics: Review the phonic groups. LESSON 71 Word Study. There are only five new words in the four pages of the dialog Playing Who Am I? . This lesson is so very simple that children should be able to read it with very little help. It is therefore a very good time to let the children try to work out a lesson by themselves. In preparation, the teacher may write upon the board the five new words well, teacher, pleasci ready, us. Well may be written beside tell, which children already know. Some will be apt to 1x8 STUDIES IN READING remember the word teacher which they have seen in the song on page 3. If not, call attention to it. Write on the board the following sentences; Please, please do. I am ready. Come with us. These will give the children the key to the other words, as it is much easier to recognize words in a sentence than in a list. Allow ten or fifteen minutes silent study of this lesson. Constant drill should be given on the words of the fun- damental vocabulary. These words should be recognized instantly and without effort. There are many easy words such as littlCi baby, jump, and dog but there are also such words as here, but, with, and were, which require constant use if they are not to be forgotten. Children who have read this Primer will unquestionably recognize many other words, but each child should know perfectly at least every word in the fundamental vocabulary. Program 71 Forenoon Reading: Preparation for and silent study of 'Playing Who Am I? Word Drill: we can play please, please tell me read for me I know that very well this bread books away eat your dinner find my mother we can guess TEACHING BEGINNERS TO READ 119 Phonics: Teach the sound of ch. Afternoon Reading: Plaj/ing Who Am I? Word Drill: Game Device with words from the fundamental vocabulary. Phonics: Review ch, i, v, sh, and other sounds. LESSONS 72 AND 73 After being helped through one reading of Pla3ring Store, page 102, the children should be given a period of silent study on this selection. In the work in phonics the children may now build the words of the short i group. They may first blend the phonograms ip, it, in, and then build the words based upon them, as they did with the short a words. In blending, sometimes cover the final and sometimes the initial consonant. Words of the short i group will be found on pages 251-253 of this Manual. Program 72 Forenoon Reading: Prepare and read Playing Store, page 102. I20 STUDIES IN READING Word Drill: store buy something ready want some bread this morning this book some candy good by five pennies come again Phonics: Blend i-t and teach words of the it group. Afternoon Reading: Read the dialog Playing Storei page 102. Word Drill: Select for drill 20 words from the fundamental vocabulary. Phonics: Blend i-p and the teach words of the ip group. Program 73 Forenoon Reading: Read the dialog Playing Store, page 102. Word Drill: ran away dog barked in the house a little kitten* • our house would not come looking a little blue bird a little brown dog you are lost Phonics: Develop the ig and id groups. TEACHING BEGINNERS TO READ 121 Afternoon Reading: Select two lessons for review. Word Drill: Sight work from word cards. Phonics. Develop the in and ib groups. LESSONS 74 AND 75 The teacher may guide the children through the story When Jane Ran Away, page 105, being careful that they see the adventure as a complete unit. After this preparation, they should be given time to read silently — a thing which they will be eager to do as soon as they have seen the picture and read the title. Place the following sentences on the blackboard: Jane ran away. She met a little brown dog. She met a kitten. She met a little boy. She saw some flowers. She saw a boy with his pony. She saw a bluebird. A gi i took her to Grandmother's house. Grandmother took Jane home. « For seat work, have the children make a booklet of When Jane Ran Away. Let them illustrate in drawings or cuttings the pages entitled:. Jane ran away; She met a kitten; She met a dog; She met a bluebird; Grand- mother's house. 122 STUDIES IN READING A picture of a hen and one of a turkey should be labeled to teach the words hen and turkey. Program 74 Forenoon Reading: Help the children read When Jane Ran Away. Word Drill: Drill on the blackboard sentences. Phonics: Review the short i groups. Afternoon Reading: When Jane Ran Away, page 105. Word Drill: Review a list of the most troublesome fundamental words. Phonics: Review the short i groups. Program 75 Forenoon Reading: When Jane Ran Away, page 105. Word Drill: said the dog I will said the cat who will said the pig to the mill she said Phonics: Teach the sound of x. TEACHING BEGINNERS TO READ 123 Afternoon Reading: Strengthen and review the lessons that most need it. Word DriU: Game Device for fundamental words. Phonics: Blend ix, fiZ| mix, six. LESSONS 76, 77, AND 78. The story of The Little Red Hen should be told to the children before it is read. The word problems of this lesson are very simple. Of the thirteen new words, plant, rat, began, mill and chicks may be taught phonically. When a child hesitates at a word which he is able to sound, the . teacher may say, "You know how to sound that," and give him time to do so. If he fails in this she may write the word on the board, and by covering part at a time, help him to sound it. In a word like mill in which children have had the ill group, the m may be covered till children name the group phonogram, then uncovered for them to name the word.' In plant, the teacher may first cover lant and let the children sound p. Then leave pi imcovered for them to soimd, then pla, then plan, and at last the whole word. Began may be separated into its two syllables, each soimded separately, then put the syllables together. In some instances children will get a word more readily by combining the vowel with the consonant which follows it, in others with the one which precedes it. An experienced 124 STIJDIKS IN READING reader um:s both ways and children should be encouraged to do the wime. The word should be sounded quickly enough to be fitted into the sentence before the line of thought has been lost. Grow may be taught from its rhyming words, blow, and know^ and when these have been written on the board, it is a g(MKl time to add others of the same group, show^ snow^ and crow. Hen and turkey should be familiar through labeling Wheats ripe, cut, thresh, and flour may be told when they are met unless the children are able to determine them through the context. Blackboard sentences. The rat would not plant the wheat. The cat would not plant the wheat. The dog would not plant the wheat. The pig would not plant the wheat. The turkey would not plant the wheat. The little red hen planted it. The cat would not cut the wheat. The rat would not cut the wheat. The dog would not cut the wheat. The pig would not cut the wheat. The turkey would not cut the wheat. The little red hen cut it. The cat and rat would not thresh the wheat. The dog and pig would not thresh the wheat. The turkey would not thresh the wheat. The little red hen threshed it. The cat and rat would not take the wheat to mill. The dog and pig would not take the wheat to mill. The turkey would not take the wheat to mill. The little red hen took it. TEACHING BEGINNERS TO READ 125 The cat and rat would not make the bread. The dog and pig would not make the bread. The turkey would not make the bread. The little red hen made it. The cat and rat wanted the bread. The dog and pig wanted the bread. The turkey wanted the bread. The little red hen and her chicks ate it. The words of the short i group should be sounded so as to bring out the suf&xed blend. The following will be convenient for drill. bit dip trip slid bid did trim skip bin dig slip skin big din slim Program 76 FORENOOX skid Reading: Tell the story of The Little Red Hen, page 110. Study the pictures. Word Drill: once was take not eat make said pjg made soon so bread who when Phonics: Use the suthxed blend with i words. 126 STUDIES IN READING Afternoon Reading: Read The Little Red Hen, page 110. Word Drill: Review the last 25 words of the fundamental vocabulary. Phonics : Repeat the morning lesson. Use the following sentences with short i words for driU: The dog bit me. I want a pin. See that big, big man. Do not trip me. I can jump and skip. I would not whip a pony. Sit by me. She hid in the house. He did not go. I like figs. Please cut my bread thin. He will not quit. Program 77 Forenoon Reading: The Little Red Hen, page 110. Word Drill: Once upon a time one day live lived all my own Phonics: Teach the sound of qu. all our own very, very good what do you think catch me I ran away TEACHING BEGINNERS TO READ 127 Afternoon Reading: The Little Red Hen, page 110. Word Drill: Game Device. Phonics: Drill on the sentences with the short i words. Program 78 Forenoon Reading: The Little Red Hen, page 110. Word Drill: they make but him Httle brown run you was met catch from like think man away Phonics: Blend and. Teach and, hand, sand, band, grand. stand. Afternoon Reading: Review lesson. Word DriU: Use the word cards for driU. Phonics: Blend ant. Teach ant, slant Blend amp. Teach camp, lamp, stamp, tramp^ 128 STUDIES IN READING LESSONS 79 and 80 The story of The Gingerbread Boy should be told to the children before they read it. It may then be given in the same manner as was the story of The Little \ed Hen. Program 79 Forenoon Reading: Tell the story of The Gingerbread Boy, pag 117. Study the pictures. Word Drill: Find in the book, pages 117-118: A little old woman. A gingerbread boy. A little old man. What do you think? • A little old house. ran away. I want a boy. could not catch. Phonics: Blend ash. Teach mash, rash, gash, crash, lash, flash, cash, smash. Afternoon Reading: Read, The Gingerbread Boy, page 117. Word Drill: ran and ran away from you could not catch him He said met a dog from the dog Phonics: Blend atch. Teach catch, match, patch, latch, snatch, scratch. TEACHING BEGINNERS :I10i i READ 1 29 I . ALPHABET SONG. i E p P Mf f^ rf^ L M N O P Q R S U i m $ Q R S _j ■ I — - U V W X Y Z t=t i Oh, dear me, I can' t learn my A Program 80 Forenoon Reading: The Gingerbread Boy, page 117. Word Drill: man pig run me woman box catch from dog ran you him cat Phonics: 1 Blend ilt. Teach wilt, spilt, stilt. Blend ist. Teach mist, fist, list, twist. B C. Afternoon Reading: Memorize and sing the Alphabet Song* I30 STUDIES IN READING Word Drill: Sight drill with word cards. Phonics: Repeat the morning lesson. READING SUPPLEMENTARY PRIMERS Instead of taking up the First Reader as soon as the Primer is finished, it is recommended that the common practice of reading several supplementary primers at this time be followed. The thing that children who have progressed this far need more than anything else is plenty of simple, attractive reading material. In other words, the best way to read is by reading. If the teacher has any choice in the matter, she should endeavor to choose books whose content has a natural appeal to child interest in preference to those whose sentences are com- posed to bring in certain words for drill. This supplementary reading should be run through more rapidly than that of the basic work. Much of the simpler material may be given as sight work without preliminary study. The teacher who has followed the daily programs should now be able to outline a program for herself. It IS an excellent plan to write out the plan in preparation for each day's work. Children who have completed the primer should know perfectly the words of the fundamental vocabulary. They should also recognize readily a large proportion of the incidental vocabulary. Children will continue to meet new words. Some of these will occur only occasionally and others quite fre- quently. Words which will be met freqrently are the TEACHING BEGINNERS TO READ 131 important words of the juvenile vocabulary and should be added to the list for drill. The work in phonics should be continued according to the outline beginning on page 250. This should be followed step by step with frequent reviews. Children should be given every opportunity to exercise their knowledge of phonics. The related word lists are excellent for this. The teacher may add others of the same kind. Practical Phonics. A little encouragement will lead the children to use their phonic knowledge outside of school. Ask them to look for familiar words in news- papers or in magazines, to imderscore the words, and to bring the papers to school to show what they have done. Posters, signs, and even the cartons and cans in the home cupboard have many words which children will love to work out if their interest is so directed. It is an excellent plan to have some special place on the board where the teacher may write some long words which the children are proud to have mastered. Butter- fly, dandelion, caterpillar, goldenrod, rosebush, black- board, jack-o- 'lantern, sunshine, buttercup, potatoes, milkweed, are a few examples of words that may be chosen. Only one or two words may be written at a time and the children may be permitted to study them out at their leisure. From the first, the children may be given a ten- minute period without special supervision in which to enjoy their books, look over the pictures, and re-read familiar lessons. This period may be lengthened grad- ually, but it should be kept sufficiently short so that the 132 STUDIES IN READING children do not tire of the privilege of having their books. By the time the children reach the stories following page 77, they should be able to give a new selection ten or fifteen minutes' study before it is read in class. In preparation for this the teacher may go over the lesson once with the class, giving help with any mechanical diflSculties. The children should then be left to them- selves through the study period. When the class is called for recitation a free dis- cussion of the lesson topic should always precede the oral reading. The teacher as well as the children must feel that the central object is primarily to appreciate the lesson content and that word mastery is wholly incidental to that. The teacher who has followed carefully the purpose, plan, and development of the previous lessons should have a fair idea of the whole study plan. There should be no break as a child takes up another book or passes to another grade, but as he grows in knowledge and power he should do better such things as he has already done. CHAPTER IV THE FIRST GRADE READER Preparations for Using the First Grade Reader. Before taking up the First Grade Reader the teacher should read once more the section, ''The Aims of First Grade Reading,'* page 13, considering carefully whether she is directing her efiForts in a manner to accomplish these aims. It is especially important at this time that children should estabh'sh the habit of reading for the thought in the whole selection and not merely to call words. Since word recognition and the establishing of a vocabulary are so necessary, it is easy for even the teacher to forget sometimes that these are not the ends and aims of good reading. Until the lesson is so familiar that it can be read without hesitation, the practice of looking through each sentence before it is read aloud should be continued. This is the only way to secure correct expression. ' The work in phonics^ which heretofore has been out- lined for each day, should now be taken from the phonic outline, page 250. The teacher should look ahead and plan each day's work, writing out the words she is to give for drill instead of waiting to think of them when she has the class before her. It is an excellent plan to keep a note book containing these day-by-day lessons in phonics, for the teacher can then see at a glance just what the children have had, and she can then use many of the word lists for review lessons. ^33 134 STUDIES IN READING The phonics should be an ever increasing help to the reading. Never tell a child a word which it is possible for him to determine for himself. The teacher should look over the reading lesson and consider how each new word should be treated. There have been so many concrete examples outlined in the primer lessons, that this should give no trouble. The phonic outline should not be followed slavishly. Suppose, for instance, that in their supplementary reading the children meet the jingle, "Good night, Sleep tight, Wake up bright In the morning light To do the right With all your might." If they have not had the ight group it should be given at this time even though it may not be shown in the outline till later. The work in phonics has but one object, to help children to recognize and to pronounce the words of the reading lesson. The most perfect skill in sounding word lists is utterly wasted if children do not use that skill for word recognition at the time when it is needed. Other means of word recognition should not be neglected. Children should have access to material which will help to develop their skill. Related word lists, the first of which are shown on page 263, Mother Goose and other rhymes and simple exercises, (See ''Supplementary Reading," page 305) are all excellent for this. These may be printed on the chart or blackboard THE FIRST GRADE READER 135 or on cardboard or paper where they may be enjoyed in leisure moments. Increase Phrasing Skill. As children progress in their reading, their ability in phrasing, or seeing groups of words as one, should increase. It is through this skill that the reader learns to look ahead, thus gaining the thought before it is expressed. A large part of the word drills should be phrase drills. The phrase cards should be used frequently and similar groups should be used for board drill. Encourage speed in the work. Never let a child pronounce one or two words in a group and hesitate at the next. If he does so, have him stop and do not let him start again until he is ready to read the whole group as a single word. Have the groups read as rapidly as is consistent with clear emmciation and proper expression. Clear Directions in Textbook. In the First Grade Reader the child meets what has previously been given him from the blackboard or from the lips of the teacher, the introductions, word studies, and questions. These directions are addressed to the children and the children should be led to feel that they are for their personal use and enjoyment. Introductions should be read either by the teacher or by some member of the class in the period of prep- aration for study. The words listed under Word Study should also be taken up at this time. These words are selected as the ones which may give trouble either in pronunciation or in meaning. They should be pronoimced clearly and dis- tinctly. Concert work in this saves time but it permits 136 STUDIES IN READING mistakes which are bound to escape the teacher, hence it should not be used too freely. The sentence in which each word occurs should be found and read sometimes silently, sometimes aloud. If the meaning is not per- fectly clear, the word should be used in other sentences. The Questions should be studied by the children while preparing their reading lesson and answered by them during the recitation. Action and Expression suggestions should also be studied and when the children come to a recitation they should be able to tell from these directions how a lesson should be treated. Time should be given to follow the suggestions for dramatization. Use every means at hand to make the situation real. Children have vivid imaginations and it needs only a paper crown to make a king of a little boy or a star and a bit of tissue paper to transform a little girl into a fairy. Other Selections should be read in class after the reading of the regular lesson. Whenever possible the teacher should anticipate this and have on her. desk some of the selections mentioned. If some member of the class has read one of these selections he should be encouraged to tell the others about it. The dialog lessons may be presented the same as the dialog lessons of the Primer, keeping in mind the growing powers of the children. The Work to Be Done* In the first year, the children should read the Primer, several supplementary Primers, the First Grade Reader, and at least two supplementary first readers. They should show in their oral and silent THE FIRST GRADE READER 137 reading that the teacher has accomplished the aims of first grade work. In phonics, the children should know all of the con- sonant sound elements, all phonograms based on the short and long vowels, and should be able to pronoimce all one-syllable words based on these phonograms. TYPE LESSONS FROM THE FIRST GRADE READER Following the Primer work, it is advisable to give the children some easy, familiar selections at first. "Good Morning'' has been used many times. The children will be glad to meet an old acquaintance in the new book and in a new picture setting. *'The Jay and the Dove" offers an easy dialog rhyme with but few new words often repeated. **I Put My Right Hand In'' is an old nursery rhyme which all children love. This should be taught them in the form of a motion song, with the variations suggested. Why Cats Wash their Faces after Eating, pages 4 and 5. After the usual drillwork on words likely to give trouble, the teacher may well bring out in tactful class discussion the fact that cats differ from persons in the matter of cleanliness at mealtime. Why do cats wash after eating instead of before? Here is a strange little story that explains it all. The children will readily an- swer the simple questions in a study-recitation exercise in silent reading and discussion. Other similar stories may be told them or read with them. Three Little Kittens, pages 6 and 7. Here is another familiar rhyme in a new setting. The striking illustra- tion of the mouse pie and the expectant kittens, with the 138 STUDIES IN READING dramatic form, and the music already familiar (page 103, Manual) give hint enough for a lively action lesson. Elsie's FriendSi pages 8-1 2. The charming illustration, with a hint of Elsie's meeting friend kitten, friend dog, friend cow, and others, will at once awaken a lively in- terest in this nature tale. Once the children are given the usual help on the new words, each new round of the story will be read with increasing zest. Simple questions, such as: "Whom did Elsie first meet? What did the little kitten say? Whom did she next meet? What did the fine large dog say? " may be used to direct the silent reading and study in a study-recitation. This story may be read with one child taking the part of Elsie, and with other children taking the parts of the birds or the animals, then acted. The children, if tactfully guided, will want to arrange most of the details of the dramatization work. "Good Morrow, Pretty Rosebush" may be memorized and acted in this connection. Other similarly charming nature stories may be introduced also. The Sleeping Apple, pages 15-17, What do you see in the picture? Yes, a little girl is talking to the apple in the tree. The apple is asleep and does not hear. She tries to waken it. Then she gets others to help her waken the sleeping apple. This story tells of how others helped her, and of what happened at last to the apple. Let us read the story and find it all out for ourselves. Read the first four Knes. Where was the apple? What did it do there? Read the next three hues. What did the little girl say to the apple? Similarly, guide the silent reading of the children through the selection. Let them answer the simple questions at the close of the story. THE FIRST GRADE READER 139 and tell the story in their own words. Under skilful guidance, the children will arrange cltever forms of acting the story. The manner of treating new words in the First Reader Selections generally is iUusttated in the discussion of the next study. The White Dove, page 18. The purpose of the intro- duction to a reading lesson is to awaken and to stimu- late interest. In this lesson, the introduction is left to the teacher. One of the best and easiest ways of arousing in the children a desire to read a selection is by a discussion of the accompanying illustration. This is evidently a barnyard story. What creatures do you see? Perhaps this is one of the stories in which animals^ do the talking. Of what do you suppose they are talking? Whenever possible give the children something to look for in reading a story. In this lesson the teacher may say, for instance, "Is the cow like the sheep?" (No.) "Is the horse like the dove or the hen?" (Oh, no.) "Not very much but when I read this story I found one thing in which all of these creatures were alike. I wonder if you can discover what it is." Word Study. Children may now turn to the words for study. Who knows the first one? White is a familiar primer word and should be recognized imme- diately. The teacher may write it on the board and imder it write the familiar word bite. Dove should also be known from its use on page 2. The teacher may write it upon the board and under it the word love. Flew is a new word. Let the children turn to page 18 and find flew in the last sentence on the page. They I40 STUDIES IN READING should get the word from the context here. If not, help them to do so. Then write upon the board: The dove flew to the sheep. She flew to the horse. She flew to the hen. Since horse is also a new word it may be told to the children as it is written here. Barn should be found in the first sentence on page 18 and the children should be told what it is. The sen- tence may be read through and the word written upon the board. Pretty is a primer word and should be recognized, but may also be found and read in the sentence on page 18. Wings may be sounded and written on the board with its rhyming word sings. If wool is not recognized have the children find it following Ba-a-a! ba-a-a! on page 10. Let them also find it in the fifth line, page 19, after which it may be written on the board in the sentence. The sheep gives wool. Warm being a primer word should be recognized and written on the board. Horse has already been told and written on the board. It should be found again, eighth line, page 19, and eleventh line, page 20. Rides is a new word. To present it the teacher may write on the board : I can ride a horse. I like to ride. The boy rides a horse. The girl rides a pony. The word happy may be divided into syllables and sounded after which the teacher may write on the board: THE FIRST GRADE READER 141 I am happy. You are happy. Back and nest may be sounded and written on the board. The list of words for study may now be pronounced by the children in concert. The words and sentences should be left on the board for reference during the study period. Reading the Story. After the lesson has been studied and children are ready for the recitation, the teacher may ask, " Who found the thing in which these creatures were all alike? " The lesson may now be read aloud, each child reading a paragraph or more. This is a splendid lesson for dramatic expression. Encourage each one to use all freedom in expressing what these animals said. After the lesson has been read once, say, **I wonder if we could do better with this if we were to read it again." Each of the Questions may be read through and answered by the children. The teacher may add other questions to emphasize the beauty of contentment. Following the suggestion on page 21, the children may voluntarily ask to play this story. If not, it should be suggested to them. In preparing for a dramatized lesson the teacher may suggest that the parts be re-read in order that they may be given with the best expression. Dramatization is one of the best studv motives that a class can have as it furnishes a definite purpose for which to prepare. Suggestions for Dramatization. The aim in the dramatized lesson should be freedom in expression and 142 STUDIES IN READING action rather than a finished product. Children should be encouraged to work out their own ideas and use their own language in taking the parts of the characters. Whenever possible let each child choose which part he will take. After The White Dove has been played through once as it is written, let the children suggest other animals to add to the play. Twinkle, Twinkle, Little Star, page 73. The prose of a child's early reading lessons may soon be forgotten but the poetry is often carried through life. In giving such a lesson as Twinkle, Twinkle, Little Star, the teacher should feel that she is offering something of permanent value. If children are to get from this poem the same thing which charmed their fathers and their grandfathers, they must be touched by the same quality which appealed to them. The first source of appeal is the musical setting, the melody of the rhyme. The second source of appeal is the imiversal experience pic- tured here that makes the reader xmconsdously feel, even before he is able to put it into definite thought, "I know that this is true because I have felt it and thought it myself." Since small children are apt to over-emphasize the rhythm of poetry and "sing it off," it is a very good plan to read these early poems to them before they read them to themselves. These poems may be presented in the same manner as were the poems in the Primer. It is not difficult to find the common experience in this poem. Who is there who has not as a child looked up into the sky at night and felt the mysterious beauty of the imiverse? This is the experience which children THE FIRST GRADE READER 143 are to be questioned about and led to discuss. A little boy once told his teacher, " Oh, the sun is on the other side and the star is the hole where it shines through." What are the stars? Where do they go in the daytime? What is meant by, "For you never shut your eye, Till the sun is in the sky." The words in a rhyming lesson need little study as they will be recognized by position. However, children may be asked to point out certain words and phrases, as star, in the sky, blazing, set and wet, light and night, shut your eye. Show the emotional effect of words by asking, "How do you feel when someone says, ^blazmg sun,' 'Twinkle'? " Read the name of the author and compare with the name of the author of "I Love Little Pussy," page 22. CHAPTER V SECOND GRADE READING Aims of Second Grade Reading. All the specific aims of the first grade as outlined in Chapter IV, still hold in the second grade. The child is yet in the stage of "learning to read." He must continue to get definite connections between words and the ideas for which they stand, between sentences and thought. The child should continue to be strengthened in word recognition and in thought getting. The means by which he has been taught to recognize new words should be con- tinually used until he acquires reasonable skill and facility in getting the thought from the printed page. He should be able to read aloud fluently, and with correct expression, the simple lessons in the second grade reader. Correct pronunciation, clear articulation, and proper expression should enable him to convey to others the thought he himself gets. He should be able to do some careful, correct silent reading in connection with simple exercises in the reader. From the first he has been taught how to study the simple tasks. In this grade he should be strengthened in right methods of study. The Work to be Done. At least one basal reader and five supplementary readers, or the equivalent, should be read in the grade. The child should have ready access to simple story books within his range of 144 SECOND GRADE READING 145 reading skill and appreciation. He should memorize at least ten of the best short memory selections. He should plan and act under the teacher's guidance from ten to twenty of the best dramatic selections. A clear distinction should be drawn between dramatic work, suggested almost entirely by the teacher, as a basis for appreciating a reading lesson, and the dramatic work planned by children as their means of entering into the thought which they have got from reading the story. The selections may be dramatized, either before or after the oral reading. Many of these selections will be dramatized before, simply as a part of the setting of the lesson. Many will be dramatized after the oral reading as an expression of the child's joy in getting and inter- preting the thought to others. The phonic drills and games, and the definite word study work should be continued with the greatest care. (See Chapter III.) Special emphasis should be placed upon right habits of silent and oral reading, natural expression drills, definite supplementary stories and reading, and seat work. Classification of Contents. The contents of the Second Grade Reader cannot be fitted into any one narrow classification. The selections naturally classify themselves into great fundamental groups, such as: Seasonal topics, exercises and stories, dealing with the months and seasons, special days and holidays; race, family, and home topics and stories, dealing with peoples and nationalities, family, food, clothing and shelter, and names of persons; nature topics, dealing with heavenly bodies and natural phenomena, animals, 146 STUDIES IN READING plants, soil and climate, color, direction, and distance; occupational topics, treating the way things are done, different occupations, inventions, and matters of hygiene and sanitation; recreational subjects, treating individual pets and recreations and social recreations, as plays and games, picnics and circuses, pageants and tableaux; child literature, which in charming, cumulative tales, fables, myths, legends, rhymes and jingles, interpret for the child in a literary way all of the topics mentioned before. Seasonal selections are represented by such studies as, October's Party, My Jack-o'-Lantem, Little Wee Pump- kin's Thanksgiving, My Valentine, The Easter Rabbit, Hanging May Baskets. Family and home topics are represented by such selections as The Baby, The Lullaby, Slumberland Boat, The Indian Game, and The Broken Doll. Nature topics are represented in great abundance, and are supplemented by the finest nature folk tales, cumulative tales, and myths. Among the occupational stories, we find such delight- ful ones as George and His Pony, Little Gray Pony, Pattie's New Dress, Playing Store. Recreational selections include The Drum, The Swing, Blowing Bubbles, A Good Play, If the Pig Wore a Wig, Coasting, and many others. With an understanding of this large classification of the contents of the reader, the teacher can easily select a series of lessons to develop any particular topic of interest to children. Such a fundamental classification of content holds for all other books in the series. SECOND GRADE READING 147 TYPE LESSONS FOR THE SECOND GRADE READER All the helps and devices used and skills developed in first grade reading, should be continued here. All the helps in connection with each lesson in the reader should be used. The pictures, the introductions, questions, word lists, suggestions for action and expres- sion, and lists of other selections, all make the study more interesting, definite, and effective. Only a few t)T)e lessons need be presented here. With the sug- gestions given previously, and with the helps given in the text, the teacher will readily guide the pupils through the selections in this reader. The Bear Who Played Soldier, pages 2-6. The sug- gestion in the introduction leads to a real thrill balanced by the delightful picture. Once keen interest is aroused in the point of the story, and every mind is alert, the teacher may well tell the story and suggest the acting of it as an excellent setting for later study and reading. Definite word drill should accompany this study, but most of the words will be easily mastered in the process of silent reading and study, as a part of the silent reading drill in the study recitation. The teacher may direct the children to read the first paragraph. "What strange things does this bear do? Read the paragraph again. What other things does he do? Who is with the bear?" Be sure that the children's answers indicate that they get clearly the thought in the paragraph. "Now read the second paragraph. What did the children do? What did they give the man? Why did they give him the pennies? '' 148 SfTUPIES ilN READINiftr; ;: :.; Continue simiiarly questioning the : chiMren while they are reading > the selection silently, ij Be sure they get the point to what they read. This definite plan of study and recitation will help them over many of the most difficult points. . In seat work, let them work out the answers to the questions on page 6. The teacher should feel free to use other good questions as they occur. After the preliminary acting and the definite silent reading and study, the children are ready for oral reading. After the oral reading, let the children sug- gest better ways of interpreting the story in action. This bear story has no terrors, whatever, and the children should act it. They will readily suggest other bear stories with which they are familiar, such as " The Three Bears." The Swing, pages 7-8. The delightful picture and the suggestion that the child tell of fun he has had in a swing, form a sufficient setting for this study. The teacher should not attempt to drill the life out of this poem by rigid study of difficult words, but should have the selection memorized and recited to show the swinging motion, and to give clear pictures. Other similar selections may be read to the children. Similarly, the delightful poem, "Where Go the Boats/' pages 12-13, should be studied, memorized, and enjoyed. Blowing Bubbles, pages 14-16. Here is an ideal expression lesson. The picture at once creates an atmosphere in which every child revels with rare delight. Let the children tell of fun they have had in blowing bubbles. Let them tell of things they have learned while blowing bubbles. In silent reading and study, let the children read the first paragraph silently, until SECOND GRADE READING 149 someone can tell what Dick said the way he thinks Dick said it. Similarly, let them tell how Tom expressed himself as shown in the second paragraph. Be sure that the work is not merely perfunctory. It must be living, an expression of the children's own experiences. Words giving difficulty should be made clear, although most of the difficulties will disappear in the stress of keen interest. Let the oral reading interpret the selection as the children understand it. They will all be anxious to act out the scene, which they may well do in a bubble blowing exercise, definitely planned imder the teacher's direction. The Go^to-Sleep Story, pages 25-29. The picture and hints in the introduction of every child's twilight experiences, form a rare setting to this study. Here is a cumulative, repetitive story, introducing few new words with each round, but at each turn accumulating greater interest in Baby Ray and the go-to-sleep process. This is a story that may well be told to children. The jingles may be read to them, but for the average child in the grade, the selection will be so easy that he may well enjoy the rhyme and jingle, and the charm of the wonder and progress of the story for himself. The silent reading of the children may well be tested by their answers to such questions as are suggested. The repetitions given should be employed by the children until they enjoy the sheer delight of the jingles much as they do in "The House that Jack Built." Similarly the "Wake-Up" story should be read in connection with this selection. What Children Say, pages 42-43. Here are natural expression drills taken from children's experiences. ISO STUDIES IN READING Definite suggestions as to how best to use these and other similar expression drills are given in Chapter XVII. The teacher should collect many similar expressions directly from children's experiences, mount them plainly on cardboard with proper illustrations, and have them occasionally in the presence of children for definite expression and action control. The skill thus acquired by the child should be carried over into the expression and action work of the reading lessons. The Straw Ox, pages 46-64. Here is a cumulative tale with grotesque humor and rare charm. The teacher must not be surprised if the children ask "Is it true? " At any rate it is an old tale handed down for many hundreds of years from Russian parents to their children. After the usual process of study reading, the children will want to dramatize and act this selection in order to enjoy it in active interpretation. The Talking Snow Man, pages 119-122. The charm of this selection lies in its joyous outdoor fun and its strange mystery. This selection will challenge the resourcefulness and skill of children in arranging an eflFective plan for acting it. "What can be used for the snow man? How can the snow man be represented any time of year? What can be used for the broom, the cap, the buttons? How can the shadow be repre- sented?" Let the children puzzle over these questions. Let them suggest a plan for interpreting the selection through acting. With a little help, they will work out the most original plans for presenting the play. Pattie's New Dress, pages 142-146. Here is a real story of industry, introduced by the mere suggestion. SECOND GRADE READING 151 "new dress," and a picture which may be made the basis of a study of old ways in which dresses were made. The difficult words must be studied as far as possible in connection with the objects or pictures of objects for which they stand. If, perchance, an old-fashioned spinning wheel is available^ so much the better. The older children may easily make an excellent model, which will help. A visit to an old-fashioned carpet loom or reference to children's own experiences in weaving in the kindergarten and primary grades, will do much to clear meanings otherwise obscure. The children should be encouraged to learn as much as possible concerning spinning and weaving as a basis for their own apprecia- tive interpretation of the story through acting. The Birds' Convention, pages 204-210. This study offers a rare combination of definite bird study, charming jingles, striking action and expression. In acting the selec- tion, the children may be encouraged to supply birds for their parts, such as the cuckoo, the sparrow, the thrush, and the dove. They will turn eagerly to simple nature stories and a study of the birds themselves for their facts. In all this study, the spontaneous interests of children should be strengthened and developed. Their powers of expression should be enlarged to indicate wider, newer, and more charming expressions. By persistently following the lesson plan outlined in Chapter II, and in using that plan as a result of her own enthusiasm, the teacher is certain to accomplish the definite aims of second grade reading, and to make her children delight in their skill to *'get the thought, hold the thought, and express the thought," with genuine appreciation. CHAPTER VI TKOCb GRADE READING The Aims of Third Grade Reading. The specific aims of the first and second grade are continued with important additions. The child should now be able to recognize new words from the accompanying pictures through the position of a word of familiar story or rhyme, through relation of the unknown word to the known words in a sentence, or by his knowledge of phonics. If children, at the beginning of this work, have not reasonable skill and facility in getting the thought from the printed page, such skill and facility should be developed as rapidly as possible. The child is still largely in the stage of '^learning to read," but he is beginning the process of ** reading to learn." Here a child who has read fluently from the reader may stumble and even fall in attempting to read in other elementary textbooks. Where a primary lan- guage book and a number primer are used, the child should be taught definitely how to read them intelli- gently. Clear expression, correct pronunciation, and distinct articulation are just as important as ever and should be carefully emphasized. The "How to Study" work of the second grade should be definitely continued and strengthened, and given specific point in teaching the child how to study, not only the reading from his Third Grade Reader, but the reading from his other simple books. I^2 THIRD GRADE READING 153 Since in this grade independent ^study work is'niore definitely emphasized, special attention should be. given to definite assignments of work. :^ 0: j. ' . The Work to Be Done. In this grade, at least one basal reader and four supplementary readers, or the equivalent, should be read carefully. One book of easy sight reading may be added with profit. Simple story work adapted to the child's skill and appreciation should be placed within his easy reach, and at least ten standard short selections should be memorized. At least from eight to sixteen of the best dramatic selections in the readers should be acted by the pupils under the teacher's guidance. Phonic drills and games as noted (See Chapter XV) and definite study work should be con- tinued to meet the child's growing needs. Special em- phasis upon right habits of silent and oral reading, natural expression drills, proper supplementary reading, and seat work should be continued. Growing Up with the Selections. The teacher must not expect the child to get the complete and final meanings of poems or stories studied in this grade. He is entitled to grow up with the poem or story, and to get from it new meanings at each stage of his later development. The simple Mother Goose rhymes, inter- esting as they are to children, never lose their charm for grown-ups. ''Ding dong bell, Pussy's in the well. Who put her in? Little Tommy Thin. Who pulled her out? Big Johnny Stout." 154 STUDIES IN READING The child who reads this jingle with absorbing interest wiU grow up into a world in which one part of the population is destructive, throwing cats into the well, and the other part is constructive, pulling them out. "Hickory, dickory dock, The mouse ran up the clock. The clock struck one And down it run, Hickory, dickory dock." This rhyme has been called the "most absorbing" of the Mother Goose jingles. The child who reads it and is charmed by it, need not yet realize that he is to enter a world of grown-ups, many of whose simple Ufe stories are written in these lines. How many of them entered their life careers with buoyant confidence and the determination to win! Perhaps some trivial thing happened and they settled back to the dead level of their first achievements. The child who gets these jingles clearly at first with relatively h'ttle regard to their meanings, finds increased appreciation of their meanings as he grows up. So with all other worthy distinctive poems and stories. The old fable rhyme called "The Ant and the Cricket" is one which a child of this grade can easily imderstand and appreciate. It is one whose truth he will never outgrow. "Wynken, Blynken and Nod" enchants children and continues to charm them when they are grown. No child ever outgrows the truth contained in "The Buried Treasure." Just as the child wants to hear a good piece of music over and over again, and just as he loves it the more with many hearings, so worthy child stories THIRD GRADE READING 155 and poems charm the child more and more as repetition and right study bring a wider appreciation of their meanings in his life. The child practices long and earnestly before he enters into a full appreciation of a standard musical selection. The chorus never stops with its first rehearsal. No more should the teacher expect the child to get a complete appreciation of these child classics at first glance or at the first simple reading. Her real opportunity is to face the child into these selections with joy and right desires, and his awakened energies will sweep him, a glad explorer, into the en- chanted grounds. Silent Reading and Helps to Independent Study. Before attempting to plan work definitely in this field, the teacher should read carefully the suggestions con- tained in Chapter XVIII and should study to apply those suggestions to the spedfic work of this grade. All the preceding suggestions concerning silent reading still hold here. The necessity for very definite lesson assignments arises from the need to train the child to work independently. Every lesson should be so defi- nitely assigned that the child will know exactly what he is to study, and so interestingly assigned that he will be anxious to study it. Take for example, "The Story of Clytie," pages 44-47. "Did you ever hear of the beautiful water fairy who lived in a beautiful home deep down in the sea? Did you ever hear of the strange thing that took place when once she came out of the water and saw the great Sun King? Read the story and you will find all this, and you will also discover how one of our common flowers got its name. While 156 STUDIES IN READING you are reading this story, see if you can answer the questions (page 47) that are given to help you get the meaning. I am sure you will enjoy finding out what happened to this beautiful fairy." The teacher may use other suggestions and other means of creating a right atmosphere for the study of this story. Whatever happens, she must leave the children anxious to go on with a definite program of work. Other suggestions of definite lesson assignments are given throughout all the type lessons discussed for the various grades. Action and Expression Drills. All the suggestions concerning action and expression contained in preceding chapters are still in point here. "What Children Say'* (pages 64 and 65) are most interesting examples of hundreds of available natural expressions of children which may be made the basis of interesting drill in connection with the selections in the reader. The pre- ceding suggestions on dramatization and the suggestions given in Chapter XVII, will form safe guides for the teacher in this grade. In addition the teacher may draw additional expression and action drills from a wide variety of life sources, of which the following are sug- gestive: The newsboy selling papers. The policeman warning automobile drivers. The policeman driving boys from the ball-ground fence. Calling a policeman over the telephone. Turning in a fire alarm over the telephone. The conductor starting the train. Calling out-going trains at the station. Calling the stations on the train or on the trolley car. Warning persons of a swiftly approaching train THIRD GRADE READING 157 Urging friends to get quickly out of the automobile's way. Selling tickets to the circus. Imitating the auctioneer. Expressing fright at imaginary burglars. Expressing joy over the unexpected return of a friend. Calling playmates to a merry game. Singing the baby to sleep. Talking so as not to waken the baby. Expressing joy over a beautiful present. Expressing picnic delight. Cheering the winning team. Consoling the losers. Calling for help as thin ice cracks. Scolding a boy for shooting at the birds. Calling different animals on the farm. Calling the men to dinner. Imitating bird calls. Clever imitations of other animals. Giving three cheers for returning soldiers. Cheering the flag. Cheering the boy scouts, girl scouts, campfire girls, Red Cross nurses. Giving three cheers for a great national leader. Commenting on the big patriotic parade. These lively drills from experience should be connected closely with drills from the lessons themselves. Sug- gestive action and expression drills may be found in almost every selection in the Third Grade Reader. Among interesting examples, the following will prove especially suggestive: The flower thanking the wind and the sun, page 9. The turtle's call for help, page 1 1 . The dog's fierce warning, page 21. The ox's comment, page 22. iS8 STUDIES IN READING The younger son's words, page 60. The words of the princess, near the bottom of page 67. The wolf's words to the ape, page 75. The cat's last words, page 79. The stars' answer, page 83. Dialog between Red Riding Hood and the "grandmother,'' pages 93-94. The monkey's last words, page 108. Willy's words, beginning at the bottom of page 114. Dialog of Little Brother and Pedro, pages 122-123. Speech of the Beast, at the top of page 185. Speech of Brother Rabbit, page 245. Lively exercises from life and interesting action, and expression drills from the readers, should be followed by- expression drills created by the children themselves from the dramatic situation supplied by the reading selec- tions. Here are a few hints based upon dramatic situations in the Third Grade Reader lessons. The children, if properly guided, will create their own expressions and enter the more naturally and the more enthusiastically into this important field of reading activity: What the men probably said about the turtle, page 13. What the elephant and the monkey each said to himself after the owl's decision, pages 37-38. What the cricket said to himself when turned out of doors, page 41. What Clytie said to herself concerning the Sun King, page 46. What the Jackal said after his experience, page 52. What the Indians said in their great scare, page 71. What Grandma probably said about Richard after the candy cat disappeared, page 87. What Red Riding Hood said and did in her great fright, page 94 . THIRD GRADE READING 159 What the cats said to each other after the monkey ate the cheese, page 108. What Willy said when the bed returned, page 115. What the King said when the bells rang after Little Brother's offering, page 122. What the sisters said when the prince chose Cinderella, page 215. What Brother Fox said when he was outwitted, page 245. What Coralie's playmates said to themselves after her con- fession, pages 257-258. Phonic Work and Its Application in This Grade. The phonic work as outlined in Chapters III and XV and continued in the second year, should be definitely con- tinued through this grade. By this time, the child has acquired real facility in discovering the pronunciations and meanings of new words as used in the sentences. Special stress should be placed upon the meaning of the word, not as it stands alone, but as it is used in the sentence to be read. This definite drill lays a sound foundation for learning the meanings of words through the use of the dictionary in later years. If the chil- dren are not reasonably independent in their recogni- tion of new words here, they should be given the most thorough reviews and elementary drill exercises, as suggested in Chapter III. Children who have had the work from the beginning will give no trouble. The difl&culty arises among those who drift in from other schools having had little or no preparation in phonics. In order to bring a class to a uniform standard, review of the phonetic course out- lined in Chapter XV would be beneficial. As children of this age progress much more rapidly than beginners, i6o STUDIES IN READING from five to ten minutes' daily drill would soon take them through the whole course. Start at the beginning with the letter sounds. A child in this grade should know his letter sounds, and testing him is the only means of making certain that he does know them. Use some concert work, with individual drill, for those who are weak. The phonics outlined deal principally with words of one syllable. Third grade children should be given exercises in dividing longer words into syllables iti which they may recognize the phonograms of their earlier lessons in phonics. TYPE LESSONS FROM THE THIRD GRADE READER The power developed in first and second grade reading should be extended in the third grade. All the inter- esting helps and devices used should be continued with the widest possible variation suggested by the teacher's originaKty and skill. Definite use should be made of the artistic illustrations, suggestive introductions, the questions, the word lists, suggestions for action and expression, and lists of other selections, as directed in the previous chapter. In following the lesson plan as outlined in Chapter II, the teacher will always face her children happily into the truth of the selection, and give them the means of reading it with genuine appreciation. Only a few type lessons need be discussed here. The Flower's Thanks, pages 7-10. The picture and the suggested mystery of the introduction create the proper atmosphere for this delightful nature study. "Who did deserve the thanks for helping the dying THIRD GRADE READING i6r flower? Why should not the rain take the credit? Let's read and see. The questions at the close of the selection will help us to find who really did deserve the flower's thanks. After you have read the story and studied the questions, see if you can find the answer to each. Be prepared to answer these questions in class. Also ask any other questions which occur to you as you read this story." If the children have not had definite silent reading training or if they need more at this point, this is an excellent opportunity to give it to them. Let them read the first paragraph silently, and tell exactly what it tells them. Bv this time the children should be able to give correct short summaries of the substance of these short paragraphs. "What does the second para- graph tell? The third?" If the children's answers do not show clear grasp of the thought, let them read the paragraph again very carefully. Let them read and re-read it until, under tactful guidance, they acquire a clear grasp. Definite word study should accompany each of these lessons as in the previous grades. After the child has studied and discussed the selection, he is ready to read it orally, giving the proper expression to convey to others the definite thought intended. All the child's experiences in the broad field of nature may be drawn upon as a basis for his appreciation of the truth of this selection. Many other selections carry this beautiful nature message. Poems or stories memorized or read by the children may well be renewed here. New poems and stories may be suggested as hinted under '* Other Selections." Perhaps one child may read x62 STUDIES IN READING one selection, giving his idea of what it means, another may read another selection, and so on. The children usually want to express the height of their appreciation for this selection by acting it out in their own original way. The Monkey and the Elephant, pages 35-38. The hint of the quarrel, and of how it was decided, sup- plemented by the strange illustration, awakens an eager desire to read the story. The lively dialog from the first sustains the keenest interest and leads the child headlong through the story. At the first rapid reading, the children will get the bare outline of the story. They should be encouraged to read and re-read this story until they can answer definitely the questions which help them interpret it. The selection offers a wonderful opportunity to bring out fine shades of ex- pression to interpret the various meanings. The char- acters in the story are so himian that the children might well be asked, "If the elephant were a person, what truth would he learn from the owFs decision? If the monkey were a person, what truth would he learn? If the owl were a person, what kind of judge would he be?" This is least of all a general nature study, but rather a keen study of hmnan nature made the more charming because the children are given glimpses into the world of men and women, through the speech and action of animals. In interpreting this story through action and expression and in reading similar selections, the teacher should note that these stories convey to us in most artistic fashion, through the action and words of animals, truths which we would not accept if THIRD GRADE READING 163 preached to us directly by persons. Similarly, "The Camel and the Jackal," pages 49-53, may be studied and interpreted. f he Buried Treasure, pages 57-61. Here is a real thrift story. The suggestion of finding wonderful treasure at once awakens the keenest interest. All the suggestions and helps of the reader should be used in keeping with the general lesson plan when the truth of this selection is finally discovered by the children. They should be permitted to discover what real thrift is and how such thrift as that indicated in this story may be practiced in the home, in the school, in the shop, in the store, and in the factory. This story gives a definite, sane balance to all the fanciful stories in litera- ture which hint of getting something for nothing. A Jack-o*-Lantem Scare, pages 69-72. The scare itself, so well illustrated in the picture, creates an at- mosphere which lends itself to the gruesome and the mysterious connected with Hallowe'en. Upon this basis the children may well study the early historical setting to catch something of the spirit of the early pioneers. The children must not be expected to retain much of the history, but rather to get the definite flavor, which may be enlarged in the later historical studies. The story of the American Indians, and all other early human mystery stories, may be properly read with this. The all-absorbing interest, however, is in the Jack-o'- Lantem Scare, which touches every child's experience. Let the children tell of jack-o'-lantern scares they have had and of how they plan to frighten others on Hal- lowe'en. A discussion of strange Hallowe'en customs 1 64 STUDIES IN READING and of rare Hallowe'en joys may properly accompany the lesson. Litfle Red Riding Hood, pages 89-95. Few hints need be given regarding the teaching of this charming folk tale. The tale, however, is not usually rightly imderstood and interpreted. The questions given at the close of this story hint that what happened to Red Riding Hood was partly in consequence of Little Red Riding Hood's own delay and mistakes. Too often the children have been led to sympathize wholly with Red Riding Hood instead of catching the real truth as dramaticaUy interpreted in this selection. Southey's version of the "Three Bears'* reveals almost the same truth. We are charmed with Goldilocks, but we are not left in doubt as to why she got into trouble. Many other selections may be read or, told with delight and profit in this connection. Dust Under the Rug, pages 219-228. This is one of the most fascinating of recent children's stories. The illustrations and helps are suflScient to guide the teacher in properly facing the children into the truth of this selection. As in previous stories, the teacher should not preach, but by tactful guidance, should permit the children to discover truths for themselves. The children will insist on acting the story. They should work out a plan for acting it, and should devise all the helps and exercises needed to show the strange rug, the old fire- place, and the little dwarfs. With a few tactful sug- gestions, the children will readily devise the means for conveying to little Minnie the messages of the stars, and for revealing the voice of her own conscience. In THIRD GRADE READING 165 this connection, "The Necklace of Truth," the dosing selection in the book, may well be studied and inter- preted through action. Brother Fox's Tar Baby, pages 239-246. Fun, jokes, and tricks are always of keen interest to children. This is one of the best of the old trick tales. The mere sug- gestion of a "tar'* baby challenges lively interest, and the series of pictures and actions showing Brother Rabbit's awful predicament challenge the interest and imagination to the utmost. Turning a trick as Brother Rabbit did, adds addi- tional fim and charm. This story should be read and enjoyed, not to drive home any truth, but for the sheer pleasure of reading an entertaining story. The children will want to tell the story to others, and they should be encouraged to do so. Let those who can tell it well, tell it to children of the lower grades or even to children of the upper grades. When they have worked out plans for acting it well, let them act in the presence of other children for the pure joy and delight it will bring to all. The resourceful teacher will readily devise other possible variations of the general lesson plan throughout this book. No two of the selections are alike. While the general lesson plan may be followed, the introduc- tions and settings may be varied at the teacher's pleasure, and the process of acting and interpreting the stories will call for the finest ingenuity and originality on the part of both teacher and pupils. If the children have been led definitely through the first three grades of their reading work following this general plan, they will have i66 STUDIES IN READING acquired the skill to read with appreciation the selections that are within their range. The foundations will have been laid also for an appreciation for good reading, which will increase more and more, the longer the child lives. True reading with appreciation implies not only reading the selections at the time, but growing up with them and loving them more through succeeding years. CHAPTER VII FOURTH GRADE READING Aims of Fourth Grade Reading. The aims of the previous grades should be kept constantly in mind. The pupil should here read aloud fluently and with correct expression. He should complete the mastery of phonics so as to be able easily to get new words inde- pendently. He should be drilled in correct pronuncia- tion, distinct enunciation, dear articulation, and proper expression as means of conveying to others the thought he himself gets from the printed page. Through his own efforts he should be able to grasp the thought of what he reads so clearly as to enable him to reproduce it in a simple way. Special stress should be given to correct methods of thoughtful silent reading. Thought using as well as thought getting must claim the child's attention. He must learn how to study well all the work of the grade. A Critical Transition Stage. There has always appeared to be a gap between third grade and fourth grade readers. Certainly there is a chasm to bridge here. The pupil has heretofore concentrated his energies on formal reading, or on reading to get and to express the thought. He has had to work hard on the mechanical side. Just as he becomes proficient in formal reading in the third grade, he finds himself suddenly plunged into a new situation where, in the 167 1 68 STUDIES IN READING fourth grade, he must read a great deal outside of his reader. His home geography, his elementary language, and his number book divide honors with the reader. He faces a multitude of strange words, and he faces the necessity to read in order to use what he reads. He must read with a changed motive. The Fourth Grade Reader is here planned with this in mind. Study ques- tions, additional notes and helps, diacritical markings introduced to prepare for and to supplement the use of the dictionary, enimciation and expression drills to assist in perfecting the mechanics of reading, and action and dramatization exercises to give grasp of the thought and facility in natural interpretation, are used throughout the text. Silent Reading and Independent Study. The teacher should first have the child read a part of a story or poem silently to find the answer to a pointed question she has asked. The child may read aloud the passage which proves that his answer is correct. She should continue the exercise until she is certain that the child understands just what is wanted. Later she may write questions on the board permitting the child, in silent reading of the story, to find the correct answers. The teacher should be quick to help pupils who fail to do definite silent reading work. Next, the textbook ques- tions on the selections may be discussed in a study- period of silent reading. Later the pupils should pre- pare answers to questions independently and participate in lively class discussions of the questions. Pupils' answers to questions show clearly their abilities as silent readers and their skill in study. Vary the exercise by FOURTH GRADE READING 169 having one child reproduce the story, another tell what he thinks is the most interesting point and why, and so on. (See Chapter XVIII.) The interesting, definite assignment consistently used and conscientiously followed up is the best stimulus to independent study. . Reading Skill Used in Other Branches. Too often, children may know number combinations perfectly and read glibly from their readers, yet not be able to solve the simplest problems in the number primer. What is wrong with such children? They are poor readers. They are not able to get the thought and use it. Once they are definitely trained in right habits of silent reading and study, they will, with slight help, use this skill in mastering other subjects. Those trained to answer definite questions or to recite definitely on topics in reading will turn their skill to account in mastering their geography or language work, if the assignments are equally definite. (See Chapter XVII.) Expression, Action, and Dramatization, The expres- sion drills following each selection should be used definitely to give the pupil a dearer, firmer grasp of the thought. Tongue twisters outside of the story may charm and entertain, but real help comes from inter- esting practice on passages which ofi^er real diflBculty. A few of the most troublesome passages are suggested for special drill. The teacher should select other passages if necessary. Have the pupils read the pas- sages slowly with correct pronunciation and distinct articulation, first outside of, then in connection with, the story. These exercises used regularly will greatly I70 STUDIES IN READING improve pronunciation, enunciation, articulation, and expression, for they constitute natural drill materials to challenge the best efforts of the pupifs. Dramatization and acting may, as in the preceding grades, either precede or follow the oral reading. In any event, the teacher should lead the pupils to arrange the details and to plan to carry them out. They should fed the responsibility for arranging the scenes and situations, for devising crude costimies where necessary, for assisting in assigning the parts, and for adding clever original touches to increase the deUght while clarifying the thought. Diacritical Markings and Preparation for the Use of the Dictionary. Diacritical markings are here intro- duced in the word Usts for the convenience of the teacher, and for the use of the pupil in case he is taught the use of the dictionary in this grade. See Chapter XIX, on "The Use of the Dictionary and Reference Books'* for directions for teaching beginners how to use the dictionary. The meanings and uses of dia- critical marks and the alphabetic arrangement of words should be made clear as first steps in teaching the use of the dictionary. The phonic drills given earlier should add cmnulative skill to supplement dictionary drills. The Work of the Grade. At least one basal reader and three supplementary readers or their equivalent should be read in the fourth year. From six to twelve stories should be well dramatized, and from five to ten good poems should be memorized. Thoughtful silent reading, dear-cut oral recitations, and right methods FOURTH GRADE READING 171 of study should be insisted on in all the other work of the grade. TYPE LESSONS FROM FOURTH GRADE READER The lesson helps are so complete in the Fourth Grade Reader that it is unnecessary to give a detailed treatment of every lesson. A few type lessons are here discussed to show how the lessons may be still further enriched and the exercises varied to add interest and charm. The Tale of Peter Rabbit, pages 9-16. How many have read "The Tale of Peter Rabbit"? This is a story already familiar to the children. Who can tell us something about Peter Rabbit? How did he happen to get into so much trouble? What scary things hap- pened to him? Ask several of the children to bring their Peter Rabbit books with pictures. Ask all to think of the mischief they have known rabbits to do in the garden. Now this story tells all about Peter Rabbit and his big scare. Let's read this story quietly to find what we can about this mischievous little rabbit. The Study Recitation. At the next period, the teacher may first show pictures of Peter Rabbit, then answer questions which arise from the children's first attempts at reading the story. Then she may direct: "AU open books at The Tale of Peter Rabbit, page 9. What is this tale about?" After giving a moment for quick answers, she may continue, "Who was Peter Rabbit? Now read the first paragraph to yourselves. Where was his home? Who else lived in that home? Now, read the second paragraph quietly. Why did not Mrs. Rabbit want her children to go into the garden?" 1J2 STUDIES IN READING In this type of study recitation alternating silent reading and the oral discussion of discoveries made, the children betray their points of strength and points of weakness in study. The teacher can easily give help where help is most needed. She will easily discover words and phrases not familiar. Discussion of Questions. A next period may well be given to a discussion of the Exercises, which should have been previously assigned as a result of the study recitation. Answers to questions should be made by the pupils independently, and the teacher should not use any pupil's answer as an occasion for "preaching" or ** moralizing." Only what the pupil is led to discover, not what is preached into him, sinks into his soul. Oral Reading and Dramatization. An exercise may be devoted to drill on difficult words and to articulation drills. These drills are doubly interesting because they cover the dramatic turning points in the story. After the difficult words and articulation drills have been cleared away, and after oral discussions have shown a mastery of the thought, the pupils may read the selection orally. The oral exercise will reveal additional mechanical diffi- culties over which the pupils should be tactfully helped. Then the selection may be dramatized, the pupils making the plans under the teacher's direction. Pupils will be quick to suggest what can be used for the garden, the tool-shed, the water can, the pond, the fir-tree home. Four scenes will suggest themselves: the home scene beneath the fir-tree, Peter's first adventure, Peter's wanderings and second adventure, the home treatment of Peter. FOURTH GRADE READING 173 Broadening the Appreciation. The pupils may then be told other short stories or read poems of strange quests and related adventures. Preferably, the children should be directed definitely where to find other similar tales and should be permitted to tell or read in class the ones they like best. The Lark and the Farmer, pages 20-23. Follow here a plan similar to that just presented. Add clever questions to make the pupils desire to read the story. Some have already heard it. Do they like it? Use the hints in Notes 1-3, page 22, to stir up keener interest. Silent reading and right study habits may easily be developed here. The whole is in the form of a dramatic dialog. The articulation drills almost tell the whole story while covering all the type difficulties in articula- tion. The study exercises are clear and pointed. They lead the child to discovery. Again, the teacher must not '* preach." This lesson may be dramatized first, with books in hand, by having one child read the connecting parts, and by having the pupils in turn read the parts spoken by the lark, the little ones, the farmer, and the farmer's son. Then without books, the pupils will quickly arrange their own clever dramatic version. "The Buried Treasure," "The Wheatfield," "BeUing the Cat," and "Little Brown Hands," are among the best of the additional readings suggested. One, Two, Three, pages 35-38. The suggestions in the text are sufficient to guide the tactful teacher. A game of hide-and-go-seek between a little crippled boy and a wrinkled old grandmother who "couldn't go 174 STUDIES IN READING running and jumping" is a perfect dramatic setting for children. Have the children play the game as the little boy and his grandma played it. Have them ask questions and give the answers in complete sentences. Longfellow's "Children's Hour" and Hawthorne's "The Paradise of Children" are among the choicest of the additional readings. How the Indians First Obtained Fire, pages 88-94* This is an interesting conversation action lesson which calls for few directions other than those given. Indian life may be studied here. Pictures of Indians, of wigwams, and of all kinds of available Indian tools, weapons, or rehcs will vivify the work. Stress especially the additional readings, having the pupils read and tell other Indian stories, myths, and legends. Correlate this work with the study of the Indian race in geography and with the story of the American Indians in history. Jack and the Bean Stalk, pages 246-263. This is a matchless old story admitting of a great variety of methods of treatment. First, the issue of this dramatic story should be clearly drawn. Jack, a worthless, or care-free, boy who had not discovered his life work, was strangely guided by a Fairy who told Jack that a cruel Giant, whose life his father had saved, had mur- dered the father, robbed the estate, and left his mother in poverty. The Fairy revealed to Jack his life work of restoring the wrong. In the child's world, the Giant represents wickedness; the Fairy, goodness and right. Then there is no blood-and-thunder here. Instead, we have the charming story of a care-free boy awakening to his life work and allying himself with righteousness FOURTH GRADE READING 175 against wickedness to restore a cruel wrong. Jack is the children's Hamlet, for the story of "Jack and the Bean Stalk" is constructed on a theme similar to that of the Shakespearean classic. This story may be used as the basis of more sustained reading work. The craving for a longer story may be satisfied here as in "The Ugly Duckling," and helps and suggestions are provided to insure definite assignments, definite prep- aration, lively recitations, and vivid dramatic action. Variety of Treatment. Although the study plan is the same, the Fourth Grade Reader offers such a wide range of fundamentally interesting poems and stories that no two can be developed exactly ah'ke. Different settings must be created for each. Different messages challenge the utmost resourcefulness of pupils and teacher as to method of study. The widest range for action and dramatization is afforded, and the additional readings are drawn from the richest fields of child literature adapted to the grade. CHAPTER VIII FIFTH GRADE READING Aims of Fifth Grade Reading. The foundations laid in earlier grades should be used fully here. Mastery of the simpler mechanics of reading, fluency, correct pronunciation, clear articulation, and natural expres- sion should be assumed. The basis for good silent reading and right habits of study should have been established. If, however, pupils are weak in any of these essentials, the teacher should unhesitatingly in- troduce the reviews or additional drills necessary to strengthen the weakness. All careless habits should be corrected. In addition, the reading work of this grade should aim specifically (1) to perfect the child's skill in the use of the dictionary, giving him a mastery of the mechanics of word-getting, (2) to strengthen the pupil's powers of getting, holding, appreciating, and expressing the author's thought, and (3) to stimulate his independent mastery of all other subjects in the grade. The Work to be Done. One basal reader and at least three supplementary texts, or the equivalent, should be mastered. Supplementary library reading should be assigned to correlate with other subjects, such as interesting geographical readers and Uve history stories. From two to ten selections should be drama- tized, and from five to ten poems memorized. Ample 176 FIFTH GRADE READING 177 practice should be given in oral and directed silent reading from the texts in arithmetic, history, language, and geography. The use-the-thought side of reading should be strengthened in frequent study-recitations in these other subjects. The Use of the Dictionary. If the use of the dic- tionary is postponed until this grade, or if pupils are not proficient in its use, the most careful drill should be given. Real skill is developed by directed use and by the independent use that should naturally follow. After the pupil is shown how to use the dictionary and what help he can get from it, he must then use, use, use it until its right use becomes habitual. He should no longer rest easily in the presence of strange words. If their pronunciations and meanings are not clear from his knowledge of phonics or from the context, there should be developed in him a skill and a facility which impel him to use the choicest available tool of word- mastery. (See Chapter XIX.) Reading Skill Used in Other Subjects. Can the fifth grade pupil get the point to the problem in arith- metic? If 'not, he should be trained in facility to do so with accuracy. Most slip-shod work in arithmetic results from careless habits of reading the problems. If the pupil does not get the substance of the history text, or of the geography story, he should be given clear-cut study-recitation drills until the process of text-mastery is dear. The teacher should not be satisfied with either the oral or the silent reading of her pupils, unless they read with commendable accuracy, facility, and appre- ciation in all subjects. 178 STUDIES IN READING TYPE LESSONS FROM THE FIFTH GRADE READER Once the lesson plan with its many possible variations is understood, few lessons will need to be more specifi- cally outlined than in the text. The resourceful teacher will readily supply a most charming variety of settings and will naturally create a world of rich suggestions for carrying on the work. Only a few lessons typical of different kinds of reading work in the grade need be discussed in detail. The American Boy, pages 1-5. Here is an excellent patriotic selection. The flag, the picture of Independ- ence Hall with a word of explanation of its meaning, the suggestions of the Glorious Fourth with. its glad shouts, firing of cannon, and waving of flags — these give the proper setting. Has one of the class visited Inde- pendence Hall, or the Betsy Ross home where the flag was bom? Let him tell of the visit. Why do we salute the flag? What does it stand for? What respect have you seen soldiers or others show the flag? Who is speaking as this poem opens? Who answers in the second stanza? Just what is the situation? Now, let each read this poem carefully, and see how much more you get from it as you read it and re-read it until you can answer correctly the questions under "Exercises." Word and Articulation Drill. Devote some time to helping the children discover the pronunciations and meanings of words that bother. Drill definitely on the articulation exercises suggested and add others if desired. Silent Reading Drills. Using the questions imder "Exercises" or others that suggest themselves, give the children a thorough drill in silent reading. In this way, FIFTH GRADE READING 179 they will master the thought and be ready for an inter- esting exercise in oral reading. The Oral Reading Lesson. Have one child act as the "father/* one as the "son," and, if conditions permit, let the others give three cheers for the flag. In any event, the flag and the imitation of the far-off cannon roar and shouts in the distance may be arranged. Then have the stanzas read in turn in this dramatic setting. Let two others see if they can produce a better interpretation. What is the true meaning of the boy's ringing shout? What last word did the father give the son? Additional Readings. The pupils have a wealth of patriotic stories, poems, and songs from which to choose. Let each read a short selection carrying a patriotic message or recite a patriotic poem memorized the pre- ceding year. The ' ' Star-Spangled Banner" might be used with good effect. Be sure that the entire exercise leads the pupils to discover for themselves new reasons for loving and for defendinpj our country. Little Brown Hands, pages 12-15. This poem car- ries a message of respect for honest toil. Telling the story of how the poem came to be written, and of what the fifteen-year-old girl received for writing it, creates the right atmosphere. The pupils will be eager to read but they will meet many difficult words and expressions. Many will fail to get the clear pictures without definite help. Let them try the poem. Encour- age and help them to look up the pronunciations and meanings of troublesome words, and to master the difficulties of articulation. In the study-recitation, i8o STUDIES IN READING strengthen the children's skill to read this type of selection well silently. This poem tells what little brown hands do, and what becomes of them. Read the first four lines quietly. What do these Unes tell of little brown hands? What sounds are heard as the cows are driven home? What pictures are given us? What do the next Unes tell us? And so on through the clear pictures of work and play. The children may require special help on the last stanza. What does the sword stand for? the chisel? the palette? Lead the children to see that little brown hands when grown defend their country, do the world's work, and create works of art for our enjoyment. Oral reading to inter- pret the clear thought and to convey the beautiful pictures is now a real-life exercise, and the children should be permitted to enjoy it. Many will want to memorize and read the poem to the school. Other poems from "Additional Readings" or poems previously memorized, may be read or recited to reinforce the thought of the mingled joy and responsibility of little brown hands. Beautiful Joe, pages 65-64. This is always a favor- ite. The story may have been read to the children earlier, but they never tire of reading and re-reading it themselves. How many of the children have pets? Let each tell of his pet. Here is the story of a dog told by himself. The children are anxious to read it. Silent reading, definite study, and word drill ejcerdses are carried easily in the spell of intense interest attached to the story. The children will want to read the entire book, '* Beautiful Joe." With this story, "Black FIFTH GRADE READING i8i Beauty" may be read, with readings, stories, and recita- tions on other pets and on kindness to animals. The suggestions in Notes 1-4, page 63, will enable the teacher to get permanent life-values from such a lesson. ** Daniel Webster's First Case," pages 91-95, offers a rare opportunity to impress the same thought in cleverly worked out dramatic form. Paul Revere's Ride, pages 158-167. This study correlates well with history and geography. Enough of the thrilling story of Revolutionary times should be told to give a clear setting. Why did Paul Revere take this ride? What was at stake? Tell the story of the ride. Study the picture (page 159). Be sure the map of Boston and vicinity is clear. The teacher should sketch the situation on the board. Such a sketch will make clear every otherwise obscure expression and reference. If possible, it would be better to have one group look up in the history and report the story of Paul Revere, and another group study the situation and sketch the map, making clear explanations of it, as the geographical setting. Make use of all available helps in the Introduction, Notes, Exercises, and Addi- tional Readings. Be sure to have the children under- stand just when the poem was written, what was taking place then, and why Longfellow was telKng this story of Revolutionary days. The last four lines will then convey the definite message of the poem in its true heroic setting. CHAPTER DC SIXTH GRADE READING Aims of Sixth Grade Reading. The specific aims here include those of fifth grade reading with important additions. Too often, the systematic use of the dic- tionary is neglected because of the amoimt of work reqiured. Now is the time to perfect and fix as a per- manent habit that of the intelligent systematic use of the dictionary. A much greater amount of work can be done well if the pupil imderstands clearly what he is reading. Rapid reading drills, sight reading, and drills in silent reading and how to study should be extended in this grade. Drills in pronunciation, articu- lation, and expression should be naturally continued. Getting a clear, usable mastery of the author's thought in any text-book used in the grade, and perfecting skill in the independent mastery of all subjects in the grade, are minimum necessities which should be especially stressed. The Work to be Done. One basal reader and at least three supplementary texts, or the equivalent, should be studied. The supplementary work may take the form of interesting longer classics, or of weU-written industrial, historical, and geographical stories. Well- directed outside reading is also desirable. From two to ten selections should be dramatized, and from five to ten poems memorized and recited to the school. Con- 182 SIXTH GRADE READING 183 tinued special direction should be given to perfect the methods of systematic study in all other branches. The Use of the Dictionary and Books of Reference. With continual practice in using the dictionary the pupil should be shown 'definitely how to find in the encyclopedia or other reference books the facts on any topic assigned. The pupil's skill in investigation should be developed. He should be shown how to use the indexes, tables of content, and other helps in books of reference. He should be shown how to find and how to get the most out of any article in the encyclopedia. Cross references and references to other works should be explained. This habit of investigation can be developed best in connection with actual work, first in group-study exercises, then in individual assignments. Reading Skill Used in Other Subjects. Without properly developed reading skill, the other work of the grade cannot be well done. Skill in studying well the other subjects of the grades, depends on ability to get the thought quickly and accurately from the texts in language, history, arithmetic, and geography. The best test of a good reader is that he be able to read with appreciation, both orally and silently, from all the text- books of his grade, and that he be able to put to good use the knowledge acquired. If the teacher of this grade is not familiar with the reading work that has preceded, she should study the foregoing chapters. She should at least read the instruc- tions for teaching in the two or three grades below in order to know what she might rightly expect of her pupils. She should also familiarize herself with the i84 STUDIES IN READING work of the higher grades in order properly to prepare her children for that work. Reading is in no sense a one-grade subject. The successful teacher must grasp the subject as it develops through the grades. TYPE LESSONS FROM THE SIXTH GRADE READER Because of the large number of helps given in con- nection with each study, it is here necessary to present only a few type lessons. The selections increase in difficulty with each grade, but if the work of the prev- ious grades has been mastered, these studies should give increased independence and delight, and finer insight into the great world of children and grown-ups. The High Court of Inquiry, pages 61-69. Here is a rare story. The introduction gives a capital setting. In how many ways have you known boys to settle their quarrels or disputes? How do girls settle theirs? How do grown persons settle theirs? In what ways have nations settled their differences? Read this story to see how this group of live boys brought one of their number to trial. Be sure you understand every word and every statement. Look up troublesome words in the dictionary. The questions under "Exercises" will help you to master the story. Study the questions and the selection until the answers are clear. Be prepared to answer the questions in a spirited class discussion. Word Drills and Silent Reading Drills. It is neces- sary that the children know the exact meanings of the troublesome words. They should be able to give these meanings and to use the words correctly in sentences of their own making. Using the questions or others that SIXTH GRADE READING 185 suggest themselves, give the children a rapid silent- reading drill over the exercise after they have studied it carefully. Keep the attention and interest all centered on the main issue of the trial. The Oral Reading of the Lesson. Have each pupil assigned a part. One may be Arthur Bonnicastle, two may take the part of the ofl5cials, others may be assigned respectively the parts of the presiding officer, Henry, Jack Linton, Mr. Bird, and others in the court room. First the lesson may be read, books in hand, the pupils taking care to bring our carefully the fine shades of meaning. The parts may be re-assigned and the lesson re-read to show how the new group would interpret the selection. Interest is added when girls are given the parts to show how they think the passages should be read in order to bring out the thought. Finally, the class as a whole or acting through small groups, should arrange a dramatic form of the selection. They should be encouraged to work out in an original way the set- ting, all the details of the '* august tribunal," any simple costuming that will add to the realistic scene, and other helpful suggestions to aid in a fine interpre- tation of the scene. Then have the dramatic form acted out before the whole school or as a part of a pubKc entertainment. Here is a real chance for real boys to read and to interpret a real boy experience. Broadening the Appreciation. Have members of the class read and report other keenly interesting experi- ences in which boys and girls use their wits to good advantage. Children of the third grade, or those in the fourth grade who learned the story earlier, may i86 STUDIES IN READING enjoy dramatizing "The Necklace of Truth" for the children of the sixth grade. Children never tire of these stories. With each new opportunity to live them, they love them better just as they love to sing a beautiful song or hear a charming selection of music over and over again. In School Days, pages 98-102. " The greatest school- boy poem in the English language" should certainly be made the rich possession of every child of the grade. This poem gives a delightful picture from the school days of the poet Whittier. Who was Whittier? Where did he live? What kind of school did he attend? What is a ^'sampler"? Have the children find out all they can for themselves, then help them as far as is necessary to give them a keen appetite for this delicate poem. How did this schoolroom compare with yours? What kind of master taught there? Read the poem carefully. Look up words that trouble you. Follow the questions. They will help you to enjoy the poem. Here is an excel- lent opportunity for definite silent reading drills, and for natural expression drills. The succession of pictures is irresistible. All, however, should finally be subor- dinated to the clear, ringing thought the dehcate poem pictures illustrate. That thought is couched in the last stanza. Once it is grasped, the poem affords a charming memory exercise which will linger in the hearts of children long after they are grown. The Procrustean Bed, pages 148-164. Here is the story of an adventure of the Greek hero, Theseus, with Procrustes, a cruel robber and murderer. Who was Theseus? Who was Procrustes? Look in the ancient SIXTH GRADE READING 187 histories and in the encyclopedia. How did Theseus happen to be taking this strange journey? Why did the people call Procrustes the Stretcher? Read the story and learn what you can of the Procrustean Bed and of what happened to its cruel owner. Look up all difficult words, and make sure that you get the correct meanings. Learn the exact pronunciation of Theseus, Procrustes, and Procrustean. This story gives an excellent opportunity for silent reading drills, and for correlation with early history and mythology. The children crave familiarity with the characters of old mythology. They begin to see many references to them. Some of the more important ones may be made familiar by having different pupils report briefly but clearly on different characters connected with Theseus. See Kingsley's "Greek Heroes,'' and Gayley's "Classic Myths," or look up the characters in any Greek history. Aside from permitting children to enjoy the channing adventure, let them puzzle a bit over whether there are persons today, who, in any way, act like Procrustes of old. The Great Stone Face, pages 307-340. There is no more abiding bit of child literature. The introduction here gives a fitting setting. The story may first be studied in sections, then read and told as a whole. Many difficult words and subtle expressions are found throughout the story. The pupils should not at first be held rigidly to a mastery of them all. The teacher can profitably tell the first part of the story, or read it with clear explanations. Then, at the right moment, set the eager pupils at work upon it. Perhaps, the i88 STUDIES IN READING first exercises should be silent reading and discussion exercises. The giant old face with the superstitious beliefs concerning it, and the strange prophecy, are enough to chain the interest and to compel complete reading. Enough time should be spent on this study to give the children clear possession of the story. They will see new and more interesting things with each successive reading. The clear thread of the story should be kept uppermost in every mind. Have various children read and report others of Hawthorne's charming tales, or have them read or recite short poems carrying a truth similar to that of The Great Stone Face. In time, the central truth of this matchless story will make its way into every open mind and heart. CHAPTER X SEVENTH GRADE READING Aims of Seventh Grade Reading. At this stage, the child should be a good oral reader and he should know how to study. He should here perfect himself in facility to use the dictionary, the encyclopedia, and reference helps. He should be able to master the thought of a selection and to reproduce it in an orderly, effective way. His powers of discrimination, hitherto cultivated in systematic study, should be developed into an appre- ciation of, and a taste for, the best literature. Master of the mechanics, the child should now give his best energies to joyful appreciation. In his other subjects, he should be able to get the facts readily and should be encouraged to follow those facts until he .discovers what they mean in terms of life. Thus history, language, arith- metic, geography, and other studies become real and living. Team work, socialized recitations, and group exercises, with special emphasis upon dramatization, will offset the pupil's self-consciousness and lead to better results. The Work to be Done. One basal reader and at least three other texts, or the equivalent, should be read and mastered. Longer classics, well-written tales of adven- ture, history stories, geographic readings, nature stories, stories of industry, or well-selected fiction may, under strict, sympathetic guidance, be included in the "equiva- lent.*' From two to six selections should be dramatized, 189 iQO STUDIES IN READING the pupils preparing carefully the dramatic forms of the story in correlation with the work in language. From three to eight poems should be memorized and given in class, or as part of the literary or entertainment feature of the school. Special stress should be placed upon develop- ing right tastes and choices. The library habit should be well begun, and a taste for home reading cultivated. Using Reading Skill in Other Subjects. Correct pronunciation, distinct articulation, and proper expres- sion should be re-emphasized in order that, at this stage of rapidly developing emotions, life-habits may be fixed in a setting of genuine appreciation. Here, also, the group exercise and the socialized recitation demands in all subjects clear speech, polite manners, and ability to make a point clearly. Each reading study rightly developed gives increased skill to master and to evaluate the thought. Language is better spoken and more easily written if the oral, silent, and written work in reading is well done. The same is true in geography, history, arithmetic, and other subjects. Here, too, the pupil can feel the use of reading as never before. Such selections as "The Boston Tea Party," "The Song of Marion's Men," "A Call to Arms/' "Lincoln, the Great Commoner," are among those which correlate closely with American history. A large number of selections touch the history, geography, and literature of other lands. TYPE LESSONS FROM THE SEVENTH GRADE READER Here, as before, only a few suggestions on type lessons are necessary. Study closely the suggestions contained in Chapter IX. Every study should be kept SEVENTH GRADE READING 191 a unit for purposes of interpretation and appreciation. Here many of the mechanical difficulties will disappear in the white-heat of interest. The teacher should feel free to vary the settings, the questions, the additional readings, in any manner which best suits her purpose in getting into each mind and heart an enthusiastic appre- ciation of the selection. The work should be unforced, natural, without preachment. Only what the pupils are led to discover and to choose voluntarily becomes a part of their real tastes and choices. Abou Ben Adhem, pages 1-3. The fanciful setting at once inspires keen interest. Let the pupils read and re-read the poem, studying and answering to themselves the questions as they read. Discuss the questions fully in class. Then have a member of the class explain briefly the setting and read the poem. Others may read to show their idea of what the poem conveys. Most of the pupils will memorize the poem during the study. What other selections carry similar messages? Let each read or recite a selection and tell how its message resembles that of "Abou Ben Adhem.'* Why is this poem such a favorite? Why are the others read also popular? Which of them all do you like best? Why? "The Bishop and the Convict" from Hugo's "Les Miserables'* (page 163) is a charming illustration of the truth of Abou Ben Adhem. The Wonderful One-Hoss Shay, pages 73-80. Chil- dren of this grade like fun, especially if it has sense in it. Here is a poem that makes us smile, and think. That's why we like it. And why isn't it true? How could a chaise break down if every place was '*uz strong uz the 192 STUDIES IN READING rest?" What is logic? Then, according to logic, how could such a carriage break down? Read and study the poem. Be sure that all diflScult words and historical references are clear. The notes will help, and the questions will make you think hard. Prepare to discuss the questions in class. What peculiarities of speech do you find? Why are they used in the poem? Point out playful passages which add to the humor. What humor do you find in the poem? W^hat do you like best about it? Have individuals read the poem aloud to give the class their interpretation of it. Different groups may also be assigned the task of clear-cut oral interpretation of the poem. Have the pupils read to the class other poems or stories which in any way resemble this. Mark Twain's "Whitewashing the Fence," from "Tom Sawyer," should be read and enjoyed here for its real fun and keen sense. Most of the other additional readings suggested give more serious, but none the less enjoyable interpretations. A Call to Armsy pages 91-99. Each pupil should first get a definite understanding of the historical setting. Who was Patrick Henry? Why was he speaking? Just what was at stake? Get all you can from the history and from the encyclopedia. Read closely the eye-witness's account of how Patrick Henry delivered the speech. Read and study closely every word, every phrase, every sentence of the speech. Study the questions. Be prepared to discuss them in class. Here is a challenge to the most careful silent readers. After the pupil has mastered the address, he should re-read the accoimt showing how it was delivered. Then he SEVENTH GRADE READING 193 may well memorize it and deliver it to show forcefully his best interpretation. Many of the pupils will want to know this, one of the most memorable of orations. The class will be interested in reading and report- ing other selections from Revolutionary times. Let them show their preferences, giving reasons for their choices. The Trial by Combat, pages 267-274. This stirring tale is one of knights and ladies of long ago. Look up carefully knights, ladies, castles, tourney, tilt and tilt- yard, chivalry, and other troublesome words. If pos- sible, find and bring to class pictures of knights, ladies, and tournaments. Read the introduction to the lesson, which gives the complete setting and connection with the rest of the story. Then read the story. Re-read it, studying the questions, and preparing to answer them in class discussions. Nothing can prevent the natural outburst of sustained interest in such a story, once the situation and text are clear to the children. Some will want to read the remainder of the book. > Some will deUght in preparing a dramatic form of the story. Under favorable circumstances, many teachers have had their classes arrange a simple stage setting with costumes suggestive of mediaeval knighthood, and have acted the scene, arranging clever interpreta- tions of the actual combat itself. Let the pupils read and bring to class the best of their readings, carrying similar messages. The Vision of Sir Launfal and Rip Van Winkle. These longer selections are included with the necessary helps and suggestions for study in order that the pupil 194 STUDIES IN READING may develop the power of sustained application and grow correspondingly in right choices and capacity to appreciate the best within his grasp. The teacher should be an enthusiastic, appreciative master of these as of other reading studies in order to get the best results. CHAPTER XI EIGHTH GRADE READING Aims of Eighth Grade Reading. In this grade, the re-drills suggested for the Seventh Grade should be quietly perfected as a means of helping pupils to form and fix life-habits. Many of the earlier habits formed are greatly disturbed at this time. Quiet, helpful, sympathetic attention to perfecting skill in pronuncia- tion; articulation, enunciation and expression; to restor- ing right habits of study; to increasing skill in investiga- tion, and to the cultivating of still finer appreciation of and taste for the best, is an essential of good teaching of reading in this grade. Reading with appreciation has become identical with learning with appreciation. The learner, through reading skill, has had unlocked the doors of knowledge. Through growing appreciation he has come to interpret his knowledge in terms of life-worth. The Work to be Done. One basal reader and at least three other texts, or the equivalent, should be mastered. Habits of mastery in previous grades will make mastery of the work a real pleasure here. "The equivalent'' may be interpreted as in the Seventh Grade, with larger freedom of choice of well-selected library books. The pupil should now have the ^* library habit'' fairly well established. From two to six longer dramatic exercises should be arranged and 195 196 STUDIES IN READING acted, and from three to eight choice selections me- morized. Fixing the Library Habit. Skilful use of the dic- tionary, the encyclopedia, and books of reference, lead naturally to the developed "library habit.'* "Other selections" throughout the series have had a similarly beneficial eflFect. The child should come to look upon the library as a friend in need when he wishes to settle a perplexing question, and his mimificent benefactor when he has time for pleasure and recreation. With the development of right tastes and right choices, the pupil will naturally enjoy spending a part of his leisure or recreation time in enjoyable reading. The teacher should see to it that the child has access to the best books within his reading range. The school library, the city library, and the home collection may be drawn upon. Now is the time when the child longs as never be- fore to enter into and to know the world of grown-ups. The library offers an attractive open door, and consequently the library habit should be happily fixed at this time. Correlation With Other Work. Much reading skill and appreciation may be developed in connection with the language work. Correct oral interpretation, well made oral recitations, and convincing discussions are valuable in all recitations. The history work offers the finest possible opportunity to use reading skill. Ability to read rapidly and to retain the substance for ready use is invaluable. This is also true in civics, in geography, and in hygiene. The teacher should here make as earnest an effort to cultivate right reading habits as in the reading work proper. EIGHTH GRADE READING 197 TYPE LESSONS FROM THE EIGHTH GRADE READER But few additional suggestions need be given here. Pupils not heretofore trained in the universal method of mastering reading selections may need special, definite help. This the teacher can give readily if she will study carefully the suggestions and illustrations in Chapter II and follow the development of the studies through the grades. The resourceful teacher will naturally use every available helpful suggestion in addition to the definite program outlined in the text. The Star-Spangled Banner, pages 19-24. From the history text, get the story of the bombardment of Fort McHenry, and make a sketch of the surrounding terri- tory to show just what was at stake in the attack. Get clearly in mind the facts told in the introduction. Now read the poem. What passages now have fuller and dearer meaning? Assign the questions for careful study as definite direction for the silent reading and for lively class discussion to follow. Then read the poem aloud bringing out clearly every shade of meaning you have discovered. Let the whole school rise and sing "The Star-Spangled Banner" with new zest. Let them sing other songs carrying distinctly patriotic messages, or recite the best flag poems they know. Such a reading lesson may well be made the basis of an entertaining flag program to be given in public. Have the pupils arrange the program bringing in other flag addresses or poems they know. See the contents of Studies in Reading for every grade for available patriotic selections. The Chambered Nautilus, pages 64-69. The intro- duction with the illustration forms an excellent setting. iqS studies in reading How many have seen the nautilus shell? If possible have shells brought to class. Have the pupils read the poem following closely the questions and notes. They should read and re-read it until its music speaks to them in every stanza. After careful study, have a spirited class discussion of the questions. Read the interpretation of the poem in Sherman and Read's *' Essentials of Teaching Reading," page 66. Study the last stanza — the real song-message heard by the poet. The pupils will need some help. It should be observed that each new dome of the creature's dwelling is larger than the last. The voice singing in the poet's soul expresses the hope that, nautilus-like, each new "temple" shall bring its occupant nearer heaven ** with a dome more vast" until the dome of the "temple" shall coincide with heaven's dome and the soul shall then enjoy perfect freedom. From the discussions and explanations the pupils must finally be left in possession of this beautiful poem as a whole, its message singing itself into their souls. They will want to memorize the poem and to read or hear other poems carrying similar messages. Columbus, pages 80-85. With the reproduction of the rude chart of Columbus and the clear historical setting, this study offers a clear correlation between reading, history, and geography. Contrast this voyage with the recent daring attempt of Hawker and Grieve and the successful sea-plane flight of Lieutenant Com- mander Read. Taking each hero in his setting, who is the greatest? O Captain, My Captain, pages 178-182. The his- tonc setting of this poem at once awakens our interest. EIGHTH GRADE READING 199 Learn more of Whitman and his relations to Lincoln. Upon what figure is the poem based? Read the poem in its setting, and study the questions with a view to discussing them in class. After a re-statement of the setting and a satisfactory discussion of the questions, interpret the poem in oral reading. Have some one read to the class Markham's "Lincoln, the Great Commoner" (Seventh Grade Reader, page 252). Col- lect and read to the class other poems and stories. Have the class together arrange and give a Lincoln Program, with appropriate stories, poems, the Gettys- burg Address (Sixth Grade Reader, page 188), Lincoln's letter to Mrs. Bixby, and appropriate patriotic songs. The class may, if desired, prepare the program for the whole school to give as a public observance of Lincoln's Birthday. The Shepherd Psahn, pages 249-256. William Allen Knight's "Song of our Syrian Guest" is a satisfying setting and illumination of "The Shepherd Psalm." This is one of the most beautiful reading lessons from the Bible. If the teacher will lead the pupils to read this charmed setting, and study carefully the questions, each successive reading of "The Shepherd Psalm'* will bring new and enlarged meanings. Evangeline, pages 261-380. The definite historical setting, the well-prepared foot-notes, and the definite program of study questions make this longer study easily within the appreciative reach of the pupils. This tragic "Tale of Acadie" with its charming thread of love forms an American epic every child should know. It forms the background for the study and appreciation 200 STUDIES IN READING of a part of our historical development too often sadly neglected. A Flower Garden, pages 384-404. Here the children should be permitted to revel, and to make their own discoveries. Memory gems of highest value and beauty are ofifered free. Communion with these short treasure- songs will inspire a love for better things, will give the soul a "set" that will hasten it toward the highest goal. These gems, like all the other selections in Studies in Reading, are selected because of their present appeal to children and their abiding charm to grown-ups in every walk of life. PART II CHAPTER XII WORD AND SENTENCE RECOGNITION The basis of all reading is word recognition. The more rapidly words are recognized the more readily the child will grasp the thought. Thus the child who is able to run through a phrase or short sentence with one sweep of the eye grasps the thought more readily than the child who must pause before each word. The habit of seeing one word at a time is most objectionable and should never be formed. If, from the start, children recognize such groups as, '^Good morning," *'Go to Sleep,'' ^^Wake up,'' or '^This is the Way," they will not be so much inclined to pause before each word. There are, however, some words which must be recog- nized singly and these should be known instantly. Part of this is accomplished by having the word appear in some sentence group which appeals to the interest, but to insure its being fixed in mind there must be frequent repetition. Word drills, phrase drills, and sentence drills should be frequent and thorough. The first of these may be arranged as on page 21, using the same words over and over. New words may be added and used in the same way. Later lists may be written using each word but once. Interest is the keynote of all learning. Since isolated words have no attraction to awaken interest, an arti- 203 ,n 204 STUDIES IN READING ficial interest must be built up around them. This may be done through a game or contest. The teacher her- self should come to the recitation with the animated manner of one anticipating something pleasant. The following devices may be used to lend variety. Devices for Word Drills. Write lists of words upon the board. Let the chss name them in concert. Let the boys name them. Let the girls name them. Let certain groups in turn rise and name them. Let individuals name them. Let each child in turn name and erase three. Let each child in turn name and quickly draw a line around two. Let two children pass to the board and each in turn name and erase a word till all the words have been erased. As the teacher writes a new list on the board let the dass name the words in concert. Let each of two children have a pointer. As a word is called see which child can find it first. Draw a picture of a haystack with words written down one side. See how many can slide down the stack. (Name the words.) Draw a snowy hill for coasting and see who can "coast" down thehiU. Draw a pond full of fishes with a word on each fish. The children may catch the fish by naming the words. A large ring of marbles may be drawn with a word written above each marble. The pointer is the shooter and as the child names a word he knocks a marble out of the ring. A long railroad track may be drawn and words written between its rails. In naming the words, the children journey to any chosen city. Labeling is a device for adding new words to the WORD AND SENTENCE RECOGNITION 205 vocabulary. Bring into the school room some object or picture of an object. Place it in a conspicuous place and attach to it a card bearing its name. After a day or two, use the word in sentence drills or in reading lessons. Devices for Sentence Drills. The best drills are those which combine the words in sentences, as children then think of the meaning as well as of the form of the word. These sentences should be short and the familiar word repeated as frequently as possible. Suppose, for instance, that the word to be taught is what. Such exercises as the following may be placed upon the board for rapid sight work: What can Mark do? He can bark. What can kitty do? She can mew. What can Pony Jim do? He can eat oats and hay. What can a boy do? A boy can go to school. What can a girl do? A girl can sing to dolly. Teaching Difficult Words. There are certain words which are difficult for a child to remember — ^words such as there, is, was, what, or when, which do not call up any definite word picture. These words are best fixed in mind by combining them with words which do call up a definite picture. For instance, to teach there, use such an exercise as: The boy is here. The girl is there. 2o6 STUDIES IN READING The dog is here. The pony is there. or, There is a little bov. He can run. There is a little girl. She can play. There is a little dog. He can bark. To teach with, use such exercises as: Come with me. Play with me. Run with a little girl. Jump with a little boy. Context Reading. The habit of context reading, or of recognizing words through their meaning, is one that should be cultivated. Such exercises as the following are excellent. They may be written upon the black- board and the children encouraged to supply the missing word. John is a little The kitten mews and the dog The is on its nest. What do you I saw? The says, "quack, quack." Our flag is red, and The gives us light. Ice is very Sometimes the practice sentences may be in the form of a simple story, as: Once was a little girl. Her was Bettv. WORD AND SENTENCE RECOGNITION 207 Betty a little doll. The doll's name Jane. Betty sew. day she made a dress Jane. The dress pink. When it was Betty said, "Now I will take for a ride." So she Jane for a long Jane fell out of the She tore her "Never mind,'' Betty "I will you a new dress." Supplementary Reading. From the first the black- board lessons should provide two kinds of reading material — those in which the thought unit is the sen- tence and those in which the thought imit is the sentence group. The unrelated sentences of the former give drill in words and phrases and cultivate a sentence sense, but when the sentence can belong to a related group they accomplish all of this and, in addition, train the child in getting the thought of the paragraph. Making and Using Charts. It is difficult to compose attractive thought groups with the very limited voca- bulary of the first weeks of school. At this time the teacher should make very free use of Mother Goose and other simple rhymes. Though these are partly memorized it gives the child the greatest pleasure to feel that he is reading not. merely isolated words and sentences but something that is really worth while. From each rhyme he should get one or two words and phrases and get them in the most enjoyable way. These lessons may be written or printed on the board but they will have a much greater value if they are put 2o8 STUDIES IN READING in some permanent form where they can be used many times. Any teacher can make a chart and it amply repays the time spent upon it. Very inexpensive and satisfactory charts may be made from ordinary manila paper. If a teacher is not good at lettering, a little practice will help. For blackboard printing slant oflF the crayon, with a sharp knife, giving a broad line. For printing on the chart use a rubber pen and ordinary ink, or a black wax crayon. The chart lessons may be illustrated by drawings, free hand cuttings from black paper, or pictures cut from magazines. Wall paper intended for nurseries often furnishes some very satis- factory cut-outs. Chart Lessons. The first rh)mies should be chosen because of their simplicity. A very good one to start with is, Peek-a-boo, I see you. This should be attractively illustrated and from it children will learn without effort the very useful expres- sion, *'I see you." Another good rhyme is, "jack be nimble, Jack be quick. Jack jump over The candlestick." From this rhyme the children may be taught the words, Jack and jump. Blackboard sentences like the following help to fix the new words in mind: Jump, Jack, jump. Run, Jack, run. WORD AND SENTENCE RECOGNITION 209 I like to run. I like to jump. Before presenting a rhyme the teacher should know what word or words she wishes to teach from it. These should be pointed out while the children are reading the rhyme, then written on the board and used afterwards in follow-up sentences. The following rhymes are suggested: East, west, Home is best. Boys and girls, Come out to play. The moon it shines As bright as day. Bye Baby Bunting, Daddy's gone a-hunting To get a little rabbit skin To wrap his Baby Bunting in. Away with Mister Crosspatch, Away with Mister Pout; There is no room for you When Lady Smile comes out. Jack and Jill Went up the hill To fetch a pail of water. Jack fell down And broke his crown, And Jill came tumbling after. 2IO STUDIES IN READING Pussy-cat, Pussy-cat, Where have you been? 1 have been to London To look at the Queen. Pussy-cat, Pussy-cat, What did vou there? I frightened a little mouse Under her chair. Rock-a-bye Baby On the tree top, When the wind blows The cradle will rock. When the bough breaks The cradle will fall, Down comes Baby, Cradle and all. Pat-a-cake, Pat-a-cake, Baker Man, Roll it and roll it As fast as you can. Pat it and prick it And mark it with B, Toss it in the oven For Babv and me. Polly put the kettle on, Polly put the kettle on, Polly put the kettle on. We'll all have tea. Sukey take it ofiF again, Sukey take it off again, Sukey take it off again. They Ve all gone away. WORD AND SENTENCE RECOGNITION 2n ^ ■ — — — ~— ~^— — I have a little sister, They call her peep, peep. She wades the water, Deep, deep, deep. She dimbs the mountains High, high, high! Poor little thing, She has but one eve! Useful as they are in their places, supplementary lessons should not be confined to rh)mies. Children \vall be interested in lessons about their work or play. The sentences should be short with much repetition. In these, as in the rhymes, it is possible to use some words which are unfamiliar. Sometimes the children will get them from the context. If not, they should be told. Expression Drills. Good expression in reading comes largely through the emotional nature. To cultivate good expression there should be in the selection read, something which'will appeal to the emotions. It should be given to the child in a way to make him forget him- self and for the moment become a part of the thing that he is reading. In these little expression drills help each child to feel that he is taking the part of the child who is talking. Such drills as the following may be written on the board, or printed on heavy paper to pass for an occasional lesson. A simple outline picture or an appro- priate illustration cut from a magazine adds greatly to the interest. See also the suggestions in Chapter XVII. Go away! Bad dog! Go awav! You will hurt me! 212 STUDIES IN READING Christmas is coming' Christmas is coming! Christmas ie ave age cape cave cage tape wave page grape grave rage shape slave (Teach L new sound of c with c group above.] 1 ide ife ine ime ire ride life fine time fire hide wife wine lime wire wide fife line dime spire tide knife twine crime mire glide strife shine tire slide brine bride PHONICS 2S7 ile ite ive ike ipe ice mile bite Uve like ripe rice pile kite five pike wipe mice file mite strive strike stripe m'ce while white snipe smile spite ■ ole ope one oke old note bole hope cone joke gold home pole rope bone broke hold rode sole slope lone poke sold stove mole grope stone woke told nose stole spoke fold mold bold e ee eed een be tree seed seen he three need green me see speed screen we free bleed she wee weed bee feed % eep ' eet here deep meet week weep feet meet keep beet sneeze sheep street deer creep sweet feel sweep fleet wheel sleep sheet steep use ute ube ure fuse cute cube pure muse mute tube sure 258 STUDIES IN READING tune Duke fume As the work in phonetics progresses it should be kept closely associated with reading. By the latter part of the first year one phonic drill period may be devoted to drill on words for the reading lesson. By the end of the second year practically all of the work in phonics should be an effort to meet the immediate demands of the reading. The word study lists which begin with the First Grade Reader and continue throughout the series are addressed to the pupil but may prove a guide to the teacher as well. The word list in the back of the book will also help. PHONICS TO ACCOMPANY THE SECOND GRADE READER Beginning at the first of the 1 phonetic outline carefully review each step. a as in ask ant af! ask asp slant staff mask gasp grant chaff cask rasp chant task bask fla.sk hasp clasp grasp ast aft fast raft last craft mast draft past .shaft cast vast blast PHONICS 259 -ar- ar art ard bar part hard far cart card car start bard tar smart lard mar chard star spar i IS in or as in ore or sort ore for short • bore • form scorch core storm more bom sore com store hom shore mom wore thom pore 00 — ^long food moon brood coon cool stoop pool tooth room roof broom loose 00 — short book good took hood shook stood wool foot 26o STUDIES IN READING er-ir- ur her sir fur herd fir cur fern stir curl verse girl bum jerk firm curve Bert first aw B au =a ou purse hurt paw awn awl aught caw lawn bawl caught shaw salt shawl taught haw yawn sprawl saw pawn ought slaw fought craw Any attempt to classify and to teach phonetically every word in the reading lesson is misdirected energy. Such words as says, said, doeSy been, were, and many others are better taught as sight words without reference to their phonic elements. The same is true of such words as comey shall, this, one, and others which have the same form as certain familiar group endings, but a different sound. Equivalents ow = ou now cow bow owl howl brown town out y = i (long) shout loud my proud try round fly found buy ground guy PHONICS 261 oy = oi y = i (short) boy boU lady joy soil baby toy join pony Roy head bread lead ea = point voice noise ea = e (short) me^nt breath deaf ie = ee = e (long) sea eat field week bean meat chief feel bead feat pier green team heat niece speed weak beat priest each peach reach a> ^ = ai = a (long) may nail gate play jail hate hay rain name spray pain face stay wait wade ray paint state ey = ei = a (long) they grey late skein vein weigh 262 STUDIES IN READING ew = u (long) few use new pure mew cube flew cute oa = oe = ou = ow = (long) road oat four low hoe roar goat pour snow toe coat soul grow foe boat Joe For Drill on Special Combinations know wrap gnaw knit wring gnat knead write gnash knot wrist sign knob wren kneel wrong Y Endings pony happy funny baby doUy candy lady sleepy Adding ing tiny going living reading giving doing loving loving making playing taking singing Adding ed naming hunted jumped pointed looked shouted clapped tasted stopped crowded guessed rnuJNii.b 20' Adding est clearest hottest longest coldest strongest shortest tallest richest smallest fattest cough rough phlox tough enough Phil Related Word Lists for Drills Summer Words 1 Winter Words hot snow sunshine cold flowers ice roses fire picnic sled Ashing skate birds snowball trees snow man cool Jack Frost water blizzard Spring Words Fall Words seeds nuts gardens apples spade leaves rake maple hoe pumpkin plant jack-oMantem violets frosty robin nest Names of Flowers Names of Trees rose maple violet oak 264 STUDIES IN READING daisy nasturtium geranium poppy hollyhock goldenrod aster pansy lilv tulip phlox sweet pea bluebell four-o'clock pink ash box elder birch elm pine fir poplar evergreen cedar plum cherry apple peach pear School Words book teacher pupil paper pencil desk study learn lesson reading writing spelling story games marbles tardy Home Words mother father brother sister baby house stove cook table chair bed rug grandmother grandfather sing piano These lists are merely suggestive. The teacher should make others of the same kind. PHONICS 26s ADVANCED PHONICS The work of the first year was largely memorizing certain sounds and sound combinations. The work of the second year is acquiring facility in the use of that knowledge. Here and there will be met a few uncommon com- binations, such as ph or ge, which were not taught the first year. These should be taken up when they are met, or in preparation for that lesson. From now on children will meet a greater number of polysyllabic words, but for children who have been thorough in the phonic work outlined here, these will have no terrors. The following word lists give some new syllables and further drill on combinations already given. They are not to be presented in the order given but are for refer- ence and drill in connection with the word study of the reading lessons. Words Beginning with Y , you year. yeU your yarn yawn yes yet young yellow yam yard yoke yeast V Words very love van vote give have veil oven vine over vain even 266 STUDIES IN READING Qtt W<>rd8 quick squaw quack squash quite squeal queen X Words squint ox fix oxen box mix excuse fox wax Z Words exclude zebra zig-zag freeze zero buzz froze zip lazy Nk Words breeze sank banker spank blanket pink thankful shrink sprinkle ■ Ge Words age sponge orange cage stage strange wages charge judge plunge fringe Ce Words gentle ice voice saucer nice choice peace lace bounce fence face spruce price sauce Adding tion Adding ness motion harness nation goodness action darkness information coolness combination sickness I'llUJN lUb 207 addition stillness subtraction weakness ugliness Adding le Adding less apple restless people fearless bottle noiseless cattle painless gentle careless riddle penniless thimble lifeless twinkle powerless cackle spotless ruffle circle buckle Com, con, ap At and pre command attack complete attend compel attempt conceal prepare confine prevent content pretend appear preserve appeal appoint Adding ly Adding fill badly cupful sadly playful happily cheerful gently awful tenderiy painful curiy beautiful bravely delightful nearly thankful faintly graceful 268 STUDIES IN READING partly nicely lightly ugly sickly family Ing words telling running parting seeing finding forgetting delaying fishing cooking spending pretending dressing undressing paying bending roasting knitting sewing Er words mother father warmer tender younger silver blotter sharper teacher blacker helpful joj^ul mouthful spoonful fearful pailful Ed words dusted unloaded parted pretended untwisted acted pointed lifted painted counted rapped fanned tacked slipped pumped damped spelled Est words quickest softest deepest prettiest youngest nearest farthest weakest oldest finest PHONICS 265 reader greenest sooner poorest matter cleanest butter cheapest shorter richest ladder hardest farmer Words in Which ti or ci = sh gracious social cautious commercial ambitious magician facetious physidan facial partial racial martial official * initial The teacher should make repeated use of the material of this chapter as she attempts to follow the definite outline given imder "Teaching Beginners to Read." The work given in that chapter indicates clearly how the teacher may make use of phonic material imtil the pupil finally learns how to use the dictionary. CHAPTER XVI SEAT WORK General Suggestions. One of the most important features of school work is the seat work. This may consist of some occupation which will keep children happily employed and leave the teacher free to hear other recitations, but it should be very much more than that. It should be so planned as to train in the co-ordination of hand and eye, in neatness, and in manual skill. It should give the child his first lessons in the joy of industry and the satisfaction foimd in the thing which he has created. At every stage, it should contribute towards his own independent dis- covery and appreciation of the truth in his regular lesson tasks. The keynote of all successful manual work is an appeal to the interest, for without interest the material is wasted and destroyed and children form careless habits. Ma- terials for work and a place to keep them are as essential to the first grades as to the kindergarten. These should be provided, but if not there is much that the resourceful teacher can devise. Seat work which trains in skill and at the same time gives a finished product is more desirable than that which does not. However, as much of the constructive work calls for more supervision than is possible for the teacher of thirty or forty children to give imder ordinary school 270 SEAT WORK 271 conditions, it is scarcely possible to have all occupation work, or seat work, of this character. The best seat work is that which grows out of school- room interests. A thing that is created to fill an im- mediate need is properly motivated. An enterprise which will require several days or even weeks for its completion is better than one which can be completed in a single lesson. Any piece of work which offers opportunity for self-expression is more valuable than that which is done after a set pattern. In many instances the seat work may be the direct outgrowth of the reading lesson. In others it may come through the seasonal or holiday interests. Booklets are always attractive and may be of various sizes and on various subjects. It is better to make the first one of only five or six pages. After children have the idea, later books may be much more extensive. The books should be made from sheets of paper at least six by nine inches, folded through the middle and sewed with yam. Jingles or sentences for illustration may be hecto- graphed on the sheets before they are bound. A Mother Goose book may contain one or several rh)nnes to be illustrated by drawings or free-hand cuttings. One book may contain autumn leaves pressed and mounted. Another may contain free-hand cuttings of fruits or vegetables. Christmas, Thanksgiving, and other holidays furnish excellent subjects for booklets. Each child should have a large envelope in which to keep the materials for the booklet on which he is working. Children will learn to illustrate a story with skeleton figures long before they are able to make a satisfactory 272 STUDIES IN READING drawing of people. Following are some poses which may be suggestive: The following seat work, based upon exercises with seat work cards, is designed to strengthen the child in the mechanics of reading: 1. Give out two copies each of ten different cards for the children to arrange in pairs. SEAT WORK 273 2. Gradually increase the number of cards to twenty. 3. Rule large cards, about 8x10 inches, into spaces the size of word cards. In every alternate space write words. Let children fill in the blank spaces with words that match. These cards are well worth the trouble of making as they can be used many times. 4. Hectograph, or cut from magazines, small pictures to match noun word cards. Let children place the proper word below each picture. 5. Let the children sort their word cards placing each kind in a column of its own. 6. Give each child a chart strip. Have him build the same sentence with his word cards. 7. Place a chart strip, print side up, on the chalk trough, and have the children build the same sentence on their desks. Later this exercise may be increased to two, three, or four sentences. 8. After the children have learned some letter sounds « they may match words having the same initial letter. 9. Place a sentence, script side out, on the chalk trough and have the children build the same sentence on their desks. Later increase this exercise to several sentences. 10. Give out strips each containing a sentence for the children to build upon their desks. 11. Write a sentence from the Primer upon the board for children to build upon their desks. Later increase this exercise to several sentences. 12. Let the children build original sentences after they have been given definite directions. 13. The teacher may write upon the board such 274 STUDIES IN READING questions as " What can you do?" or " What do you like?" and the children may build answers on their desks, as: I can run. I can go to sleep. I can read a book. or > I like boys. I like girls. IHkeDoUy. 13. Hectograph copies of rh3anes. Cut them into strips, each strip containing one Une. Let the children rebuild the rhyme. 14. Rule large sheets of paper into three-inch squares. Put the name of a color in each square. Let the children sort their colored pegs according to the indicated color and place them in the proper squares. 15. Let the pupils make drawings with colored crayons to represent sentences or phrases selected from the reading lesson; as, "This is a pear," "A green leaf," "A red apple." 16. Cut paragraphs or pages from old magazines. Let the children draw lines under all words that they recognize. 17. Hectograph copies of numerals to ten and cor- responding names; as 1, one; 2, two. Cut them apart and let the children lay them by pairs in order. 18. Hectograph copies of names of the days of the week or names of the months. Cut them apart and let the children lay them in order. 19. Give the children duplicate sets of words, one in script and one in print. Let them match these. SEAT WORK 275 SEAT WORK IN SEASON Autumn. Cut and mount pears, apples, grapes, plums. Cut and mount carrot, turnip, squash, pumpkin. Press and mount autumn leaves. Make free-hand cuttings of autumn leaves. Color and mount them. Collect seeds. Make envelopes for seeds as follows: 1 I I I I I • I I I I I I I I I I I % ^ ^ au ^ ^m ^m ^m ^b ^m ^ ^ ^b ^ mm m^ ^m m^ ^> ^ ^~ " * Collect and string rose hips. Make cuttings and draw- ings of the migration of birds, as suggested by this design: STUDIES IN READING Make paper chains with autumn colors, red, yellow, green, and brown. Make chains by stringing red and white corn, al- ternating the colors. Cut -or draw and color a jack-o'-lantern. Give the children paper patterns of apples, pumpkins, or other objects to draw around and color appropriately. Make autumn booklets. Give each child a pattern of an autumn leaf about one and one half inches in diam- eter, to draw around. By repeating the design and changing its position attractive designs for book covers, book marks, and post cards, may be made. After the outline is drawn let the children fill in the leaf veins and color the drawing. Make a Thanksgiving booklet. Make free-hand cuttings of Puritans, Indians, wigwam, log cabin; of turkey and other things from the Thanksgiving table. Winter. Make Christmas tree trimmings. String pop com. Make cotton into small balls, sprinkle them with sparkle powder and hang them from the Christmas tree. Save the tinfoil wrappings from candy, to be cut into shreds and scattered over the tree or rolled into balls and suspended. SEAT WORK 277 The following design shows how to make a pumpkin nut basket: Cut the design from yellow cardboard, fold on dotted lines, and interlock the side extensions. Collect pine cones and gild them or dip them in red paint. From pretty colored wall paper make lanterns and cornucopias varying in size and shape. Make nut baskets. Give each child a square of white paper, 4^ x4^ inches in size. Measure along each side 1% inches from the corners, and make dots. Using these dots as guides, fold the square of paper into nine squares. Cut out part of each corner square leaving a 278 STUDIES IN READING small piece on one side as a paste flap. Find the center of the outer edge of each of the four outside squares and place a dot at each point. One-half inch down from each outside comer make a dot. Draw lines to the dots in the outer edges and cut along the lines drawn, making the sides pointed. Cut from scraps of red and green paper, holly or some other appropriate motif, and paste one upon each side. Paste the basket into shape. Cut or draw stockings and fireplaces. The following design is suggestive: Teach the children to fold and cut a five-pointed star. rjE SEAT WORK 279 To cut the Christmas star fold through the middle a square of paper to look like Figure I. Using the middle of the line ae for the point c fold Figure II. Bring the edge cd over to the edge ca and crease on the line cf for Figure III. Fold the edge ce back to the edge cf and crease on the line ca. Cut on the dotted line in Figure IV. Make Christmas cards. Many designs similar to this may be obtained from teachers' magazines. Make free-hand cuttings of Christmas toys. STUDIES IN READING Use bell designs for sewing cards. Make bell patterns for the children to draw around. Cut Christmas pictures from old catalogs and maga- zines. Make paper sleds by cutting the designs flat and folding down the runners. Use yarn for rope. Draw and color, the flag. Make a Lincoln booklet. Purchase tiny pictures of Lincoln for covers. Cut or draw a log cabin. Make cuttings of soldiers. Make valentines. Spring. Roll marbles from clay and dry them. When they are hard, paint them with water colors and with shellac. The shellac will bring out the color, making the marbles shiny, and will also form a hard coat which helps to prevent their breaking. Now the children will need bags to hold the marbles. Cut from cotton cloth a piece about six inches by nine inches. Fold over and sew up the sides. Hem the top with a wide hem and run a draw-string through. SEAT WORK 281 To make kites, use construction paper about eight inches square, preferably light weight manila. First fold the paper on one diagonal line, then lay the opposite comers on the diagonal line above the center so that the edges will lie on the diagonal fold. Cut eyes, nose, and mouth from black or colored cutting paper and paste them on the front. Here is a legitimate use of the grotes- que, and the children will delight in making "funny faces." Next fasten on the tail — a string about twelve inches long. Tear strips of colored paper and tie them on the tail. With small children the easiest way is to tie a loop in the string, slip in a scrap of paper and tighten the loop. Last of all, fasten the string to the back, tying the two loose corners together. Have the older boys show the yoimger children other ways to make kites. STUDIES IN READING Pin Wheels. Use construction paper about eight inches square, the same as for kites. To locate the center of the paper, crease it on both diagonals. Cut on the diagonal folds from the corners nearly to the center, or within about one inch. With the point of the scissors, perforate every alternate corner. Stick a brass tack through the perforations, gathering the comers together, then through the center of the paper. Drive the tack into the head of a clothes pin for a convenient handle. Cut and draw designs of trees bending in wind. Cut Easter figures. Make an Easter hly bookmark. Cut a tuUp design for a blackboard border. Stencil a rabbit sewing design. Draw and color a basket of Easter eggs. Make rainy day cuttings. SEAT WORK ^-K^ Make garden booklets. Stencil sewing card design of little chicks. Cut and color butterflies. Make a May basket of triangular design, with three butterflies, the tips of the wings touching. In each case, be certain that the work done by the pupils helps them get a clearer grasp of what they are reading, or gives them a deeper appreciation of the life relationships of what they are studying. In no case should the pupils be merely kept busy. There are enough essential activities directly relating their studies to life if the teacher will but use tact, insight, and reasonable skill in shaping her program of seat work. CHAPTER XVII SECURING GOOD EXPRESSION Imitation. The child at first leams language through imitation. He hears others speak or read and he imitates them. The teacher should speak distinctly, pronounce words correctly, use good expression, and be a good conversationalist and a good oral reader. The manner in which she gives directions, tells a lively story, or reads an interesting selection, has much to do in forming the child's speech habits. Almost all of her teaching at first is by example. The child who gets clear auditory images, who habitually hears words clearly and correctly spoken, tends to speak more distinctly and accurately. The teacher should therefore take advantage of the tendency to imitate, and (1) speak clearly, correctly^ and with natural expression; (2) read well orally; and (3) listen well to the conversation and oral reading of pupils. Nothing inspires good expression in beginners more than a good example and a good listener. Expression Drills. The earliest expression drills are found in songs, rhymes and jingles, and in action exer- cises. The music and rhythm of the primary songs and jingles tend to give clearness and naturalness to the child's expression. Conversation exercises conducted naturally under the spell of consuming interest are of invaluable help. Simple doing or action exercises are doubly helpful at first. The child listens closely to, or 284 SECURING GOOD EXPRESSION 285 reads accurately, such directions as: "Read a book/' "Sing a song," "Sing to doUy," "Find a baU," "Eat a nut," "Blow the horn," "Buy some candy," and acts out each direction as his expression of the thought. Here right action is good expression. He listens closely to, or reads accurately, a riddle or "Something to Guess," and his spoken answer is his expression. The right answer rightly given is good expression. Later he may read to reproduce, to inform others, or to use the facts learned. Picturing, modeling, action, speech, and use or application are forms of ex- pression requiring the most systematic training from the simplest action and speech to the most complex silent reading and how-to-study drills. Securing Natural Expression. Pronouncing words is not reading. The child should read as naturally as he speaks. Illustrated expression drills, taken from the natural exclamations of children, are of far greater value than tricky tongue twisters. Such a collection of natural drills is illustrated in the First Grade Reader, pp. 28, 29, 87; in the Second Grade Reader, pp. 42, 43, 69; in the Third Grade Reader, pp. 64, 65 ; and throughout the Fourth Grade Reader, as articulation and expression drills. In the early grades, many other child expressions should be collected and used. (See Chapter VI on *' Third Grade Reading.") These expressions may be printed on large squares of cardboard. Clever illus- trations may be found on the covers of magazines or in other illustrated periodicals, or they may be drawn by upper grade children. Wherever possible, the drawing skill should be used to illustrate reading and other work. !S6 STUDIES IN READING The iUustratlons should be mounted or drawn on cards with the corresponding child expressions, thus. Mamma ! Mamma ! I want ray mamma! OhI Oh! Oh! Doggie, don't bite me ! I wouldn't hurt you ! I wish you would go away! Oh! What shall I do? In preparing a number of these drill cards, the teacher should £rst select children's expressions which naturally help the beginners over the difficult places in the first lessons. Later, short, lively action poems or stories may be used. These cards should be di^layed conveniently, one at a time, before the class. Each pupil in turn may be SECURING GOOD EXPRESSION 287 permitted to read the selection to show just what he thinks it means or just how he thinks it should be inter- preted. For example, a teacher placed before a primer class an illustrated card with the expression; "Peek-a- boo! I see you!" She nodded at Freddy, who leaped from his seat, placed both hands on the comer of the teacher's desk, and peeking slyly up at the teacher, exclaimed faultlessly. "Peek-a-boo! I see you!" Other exercises followed rapidly with similar freedom and naturalness after which the reading lesson was read with spontaneous ease and delight. More difficult expressions may be moimted and left on the chalk trough in intervals between recitations. A large, varied collection of carefully prepared expression drill cards will, if properly used, result in good expression, and will lead the pupils naturally into action and dramatization. See the natural expression work outlined in Chapter VI, " Third Grade Reading," as a suggestion for fascinat- ing, natural expression drills in any of the lower grades. Sentence Review Drills in Expression. In one or two minutes at the close of the oral reading, many teachers conduct rapid sentence drills. Each pupil in turn looks at a sentence, rises, and without looking at the book, reads his sentence clearly and naturally. The sentences of the lesson are thus rapidly reviewed, each child having to get quickly, hold, and express the thought of his sentence. The exercise may be varied by having the children in turn whisper the sentences to their com- panions, who rise and read them with good oral ex- pression. These drills cultivate a fine sentence expres- 288 STUDIES IN READING sion sense, but should not be permitted to become life- less and mechanical. Pronunciation and Articulation Drills. These drills should be based on words and expressions the child needs in his conversation, recitation, and reading. Specif- ic exercises in ear-training and in correcting faulty pronunciation are given imder "Phonics," Chapter XV. In the early grades, these drills may be given naturally through plays and games, and in special exercises as outlined. Word lists in connection with the selections, supplemented by lists the teacher finds most useful, afford additional drill. Lists of words often mispronounced should be placed on the board or on a chart so that pupils may give themselves frequent drills. Here is a list of commonly mispronoimced or poorly articulated words made up of those which occur in at least sixty of the lists prepared by 100 suo^ssful teachers in grades three to five: WORDS COMMONLY MISPRONOUNCED America evening new animal fairy often ask family on biggest food pretty catch geography roof chimney get running clothes goodness sentence cow government separate creek granary sudden cunning history surprise definite height usual direct hundred window dog justice with SECURING GOOD EXPRESSION 289 In the Fourth Grade Reader, definite articulation drills are provided as a part of each study. These drills, taken from the text, give a natural basis for applying all previous work in pronunciation and expression, and for developing an accurate grasp of forms with thorough mastery of thought. A few minutes of careful drill on these exercises will challenge the pupils to read the entire selection accurately and with better expression. Moreover, these natural articulation drills, with con- tinued word study, tend to bridge the usual gap between clear thought-getting and right thought-using. Action and Dramatization. Early action drills have been treated in Chapters III, XII, XIII, and XV. Action is the primary form of all expression. Children are primarily interested in action and speech. In the early Primer and First Reader lessons, the children may well act the stories as a setting for spirited, appreciative oral reading. In the upper grades, the pupils wiU enjoy putting stories in dramatic form and acting them as a means of reinforcing the oral reading exercises. The studies already presented in dramatic form may be acted easily after arranging the clever details of the settings and assigning the parts. The children are especially fond of re-arrangmg many of the stories m form for acting. They should be encouraged to do so. Under "Action and Expression" many helpful hints are given in the First, Second, and Third Grade Readers. Suggestions for Dramatic Work, For example, under "The Straw Ox," Second Grade Reader, p. 54, this hint is given: "With children taking the animal parts, act the story. What can be used as a straw ox?" The 290 STUDIES IN READING teacher may lead the pupils to suggest what parts of the story can be interpreted in action and costume, and what parts in speech. What may be used for the field? What for the home? What for a spinning-wheel? How can a boy best take the part of the old man? How can a girl best represent an old woman? What may be used as the straw ox? Shall it be made as a part of the play or arranged beforehand? What clever contrivances may be easily devised? Who will act as the bear? Howshall he play he is "stuck fast''? How can this straw ox move? WTiat may be devised for a cellar? Have the children study carefully to see what other things they need to carry out in the play. Ordinarily, the costmning should be simple and easily provided from what is at hand. All other "properties" should be such as pupils can contrive quickly. All sorts of "play'' things will be suggested and the best should be used. The play should be a group product. All should have some part in arrangmg it, and as many as possible in acting it. The teacher should guide, but should not arbitrarily dominate. Let the children have the full measure of joy which comes from independent action. "Dust Under the Rug," Third Grade Reader, p. 219, is another of the many selections which offer charming opportimities for group interpretation through clever acting. Dramatization as a Means of Correlation. In the intermediate and upper grades, dramatization may be correlated profitably with language work, music, draw- ing, history, geography, sewing, and cooking. Take for example, "The Trial by Combat," Seventh Grade Reader, pp. 257-274 (see Chapter XI). As a language SECURING GOOD EXPRESSION 291 exercise, the pupils might well recast this story in dramatic form. What scenes should they have? What characters are introduced? What condensed explana- tions of settings, extrances, exits, or asides, should be made? What, if any, music should be introduced to heighten the effect? As drawing work, simple back- ground scenery and simple costumes may be designed, after a study of the history and geography of the scene reveals what is needed. As sewing work, the simple costimies may be made, and as an added touch, a feast for the conquering hero might be planned, at least in tableau. Similarly, "Professor Frog's Lecture," "The Mystery of Life," "The Barmecide Feast," "An Old- Fashioned School," "The Legend of St. Christopher" and other Sixth Grade Reader studies may be dramatized with great delight and profit. In fact, there is no limit to the kinds of skill and qualities of resourcefulness that can be utilized in the field of dramatic reading. All the advantages attaching to eye, ear, speech, and action appeals, center in this work. The teacher here has a superb opportimity to use the skill acquired in all subjects and to make vital and lasting connections between school and life ac- tivities. maamm CHAPTER XVIII READING SKILL USED IN OTHER SUBJECTS Silent Reading. The reading skill most used is that developed in silent reading. On the average, persons in all activities of life read silently many hundred times as much as they read aloud. Silent reading is use reading. Before entering school the child has definitely associated the "heard" word with thought. The teacher's first big task is to induce him to make definite associations between the "seen" words and the thoughts they express. Silent reading is basic in this process. As soon as the child learns the first written or prmted forms, silent reading drills begin. 1. Silent Reading and Doing. The teacher may place on the board simple sentences and have the children in turn follow the directions, as: "Catch the baU," "Find a doU," "Run to the door," "Come to me," "Open the door," "Sing a song," "Knock at the door," "Roll the ball to John." The class may be called and dismissed by written directions- Games may be played in class according to blackboard directions. Lively new outdoor games may be learned from simple written directions. Written slips each containing "Something to Guess" may be passed, read silently, and guessed aloud, as: I am little. I am red. 292 READING SKILL IN OTHER SUBJECTS 293 I am round like a ball. I am good to eat. What am I? As soon as one guesses correctly, he may be given another slip. The teacher may have older children prepare these slips as a part of their language and pen- manship exercises. Use only well-written slips. Simi- larly, the older pupils, under careful directions, will enjoy preparing original "mystery" exercises, or other written-direction slips, or simple-game slips for the use of the younger children. 2. Silent Reading with Oral Answers to Questions. The teacher may write simple questions on the black- board or on slips of paper for the children to read silently and answer orally, such as: "How old are you?" "What is your name?" "Where do you live?" "What can a a cat do?" "What can a dog do?" This exercise may be increased gradually to meet the needs of the pupils. Again a lively short paragraph maybe placed on the board or passed to the pupils on slips of paper. Allow time for careful silent reading. Erase the paragraph or have the sUps returned, then ask one or two pointed questions requiring the pupil's clear grasp of the thought. Repeat the exercises until the pupils can readily meet the test. Have the children read silently the first stanita of the poem or the first few lines of a story. Ask questions testing their grasp of the thought. Continue this in systematically planned study-recitations. Follow this exercise with simple written questions on interesting, short stories in the reader, which are to be answered orally after careful silent reading and study. 294 STUDIES IN READING Let the pupil give oral explanations to written direc- tions or requests, as: "Tell how to play hide-and-go- seek," "Tell how to make a kite,'' "How can rabbits be caught?'* "Where does bread come from?" Write directions for reading to be followed orally, as: "Read what the little old man said," "Read what the little old woman said," "Read what the Gingerbread Boy said." 3. Statements to Be Made True, Then Read Orally. The teacher writes on the board or passes out on slips such statements as: The red ball is on the chair. The tiny doll is in the cradle. The big book is on the desk. The cap is lying on the seat. The bat is standing in the comer. The little toy dog stands on John*s desk. As soon as the pupil reads and imderstands the state- ment, he is to make it true, placing the red ball on the chair, for example, then read the sentence clearly to prove his \ Q < z < ^ / 1 ^ / s -in— I p / lU Q / t r- o 1- 1 z 2 / ^ / «0 _s_ /* -J 1 « J / 'n «0 / 5 < / r 3 / z 10 I / • " / s \ "* / z ( * I 1 2 \ 1 i- o 1 <0 \ 1 «k «0 \ \ >• • \ \ , s N \ \ \ \ \ \ CO a •g o •a i2 .s-s d <5 § "*^ a "^ S CO O d d a en 75 §^ tCcA d *j S 2 P< § 9